Análisis de la incidencia del liderazgo distribuido sobre el sentido de pertenencia y compromiso docente en el establecimiento de buenas prácticas
Resumen
Este estudio tiene como objetivo evaluar la influencia del liderazgo distribuido en la profesionalización docente y la implementación de "buenas prácticas". Se destaca en la literatura la importancia del liderazgo distribuido en el contexto educativo actual, reconociendo y valorando diferentes roles dentro de un equipo. La población a la que va dirigida esta investigación es el cuerpo docente de la Escuela y Liceo Elbio Fernández de Montevideo, Uruguay, que cuenta con un total de 300 integrantes. La metodología empleada sigue un diseño mixto explicativo secuencial. La fase cuantitativa utiliza un cuestionario para analizar patrones de liderazgo, con una muestra de 170 docentes. La fase cualitativa incluye entrevistas a 14 docentes para profundizar en respuestas y explorar el sentido de pertenencia y compromiso de los participantes. Los resultados indican que el liderazgo en Elbio Fernández es distribuido, con énfasis en la dirección y coordinación. Se establece una relación positiva entre el liderazgo distribuido, el sentido de pertenencia, el compromiso docente y la profesionalización. En resumen, este estudio aporta valiosa información sobre la interrelación entre liderazgo distribuido, compromiso docente y profesionalización, contribuyendo a mejorar la gestión educativa y el desarrollo de los docentes para el éxito educativo. Con los resultados de este estudio, se aspira a que los centros educativos puedan continuar priorizando modelos de liderazgo distribuidos que habiliten la profesionalización docente y el establecimiento de buenas prácticas.
Palabras clave:
Liderazgo distribuido, Compromiso, Aprendizaje profesional, Pertenencia
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Apotheloz, D., & García Martínez, I. (2025). Análisis de la incidencia del liderazgo distribuido sobre el sentido de pertenencia y compromiso docente en el establecimiento de buenas prácticas. MLS Educational Research (MLSER), 9(1). https://doi.org/10.29314/mlser.v9i1.2619
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García-Martínez, I., Molina-Fernández, E. & Ubago-Jiménez, J. L. (2020). School Principals in Spain: Interplay of Leaders, Teachers and Context. Sustainability, 12(4), 1469. https://doi.org/10.3390/su12041469
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Harris, A. (2022). Leading with distributed leadership: Advancing teacher autonomy and collaboration for school improvement. International Journal of Leadership in Education, 25(4), 392-410. https://doi.org/10.1080/13603124.2021.1903563
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Kachchhap, S. y Horo, W.. (2021). Factors Influencing School Teachers’ Sense of Belonging: An Empirical Evidence. International Journal of Instruction, 14, 775-790. https://doi.org/10.29333/iji.2021.14444a.
Krichesky, G. y Murillo, F. (2018). La colaboración docente como factor de aprendizaje y promotor de mejora. Un estudio de casos. Educación XX1, 21(1), 135-155.
Kun, A., Gadanecz, P. (2022). Workplace happiness, well-being and their relationship with psychological capital: A study of Hungarian Teachers. Current Psychology, 41, 185–199. https://doi.org/10.1007/s12144-019-00550-0.
Lam, S., Lee, K., & Chan, C. (2023). Enhancing innovation in schools: The role of distributed leadership in fostering teacher collaboration. Educational Psychology Review, 35(1), 57-75. https://doi.org/10.1007/s10648-022-09630-9
Legros, I., y Ryan, T. G. (2015). Principal traits and school climate: Is the invitational education leadership model the right choice? Journal of Educational Leadership, Policy and Practice, 30(2), 14–29.
Leithwood, K. A., Mascall, B. y Strauss, T. (Eds.). (2009). Distributed leadership according to the evidence (pp. 223-251). Routledge.
Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453.
Liu, X., Li, H., & Zhang, J. (2021). The impact of distributed leadership on teacher autonomy and collaboration: Evidence from a large-scale study. Educational Management Administration & Leadership, 49(5), 785-804. https://doi.org/10.1177/1741143220902148
Nguyen, M., Tan, C., & Lam, D. (2023). The relationship between distributed leadership and teacher well-being: A focus on autonomy and professional collaboration. Teaching and Teacher Education, 110, 103591. https://doi.org/10.1016/j.tate.2022.103591
Olanrewaju, O., & Okorie, V. (2019). Exploring the Qualities of a Good Leader Using Principal Component Analysis. Journal of Educational Psychology, Psychotherapy and Management, 9, 142-150. https://doi.org/10.2478/jeppm-2019-0016
Pérez Peña, F., Cobaisse Ibáñez, M., Villagrán Pradena, S., & Alvarado, R. (2023). Aspectos generales del uso de métodos mixtos para investigación en salud. Medwave, 23(10), e2767. https://doi.org/10.5867/medwave.2023.2767
Pesonen, H Rytivaara A., Palmu L., & Wallin A. (2020). Teachers’ Stories on Sense of Belonging in Co-Teaching Relationship. Scandinavian Journal of Educational Research, 65(3), 425-436. https://doi.org/10.1080/00313831.2019.1705902
Pedraza, E., Amaya, G., y Conde, M. (2010). Desempeño laboral y estabilidad del personal administrativo contratado de la Facultad de Medicina de la Universidad del Zulia. Revista de Ciencias Sociales, 16(3), 493-505.
Printy, S., & Liu, Y. (2021). Distributed leadership globally: The interactive nature of principal and teacher leadership in 32 countries. Educational administration quarterly, 57(2), 290-325.
Szczesiul, S. (2014). The [un]spoken challenges of administrator collaboration: An exploration of one district leadership team’s use of protocols to promote reflection and shared theories of action. Journal of Educational Change, 15(4), 411–442.
Szczesiul, S., & Huizenga, J. (2014). The burden of leadership: Exploring the principal’s role in teacher collaboration. Improving Schools, 17(2), 176-191.
Thien, L. M., Razak, N. A., & Ramayah, T. (2014). Validating Teacher Commitment Scale Using a Malaysian Sample. SAGE Open, 4(2). https://doi.org/10.1177/2158244014536744
Thien, L. M., & Adams, D. (2021). Distributed leadership and teachers’ affective commitment to change in Malaysian primary schools: the contextual influence of gender and teaching experience. Educational Studies, 47(2), 179-199.
Amels, A., Davis, B., & Walker, H. (2023). Exploring the effects of distributed leadership on teacher motivation and school development. Educational Leadership Review, 35(3), 45-59. https://doi.org/10.1111/edlr.11245
Amores Fernández, F. J., & Ritacco Real, M. (2011). Las buenas prácticas en el ámbito educativo y el liderazgo de la escuela en contextos de mayor riesgo de exclusión escolar y social. Revista Iberoamericana De Educación, 56(3), 1-14. https://doi.org/10.35362/rie5631519
Asociación Médica Mundial. (2013). Declaración de Helsinki: Principios éticos para las investigaciones médicas en seres humanos. Adoptada por la 18ª Asamblea Médica Mundial, Helsinki, Finlandia, junio de 1964 (modificada en octubre de 2013). https://www.wma.net/policies-post/wma-declaration-of-helsinki-ethical-principles-for-medical-research-involving-human-subjects/
Bagur Pons, S., Rosselló Ramon, M. R., Paz Lourido, B., & Verger, S. (2021). El enfoque integrador de la metodología mixta en la investigación educativa. RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa, 27(1). https://doi.org/10.30827/relieve.v27i1.21053
Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2022). The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation. Educational studies, 48(5), 602-624.
Benawa, A. Gea, A y Willyarto, M. (2017). Improving Teacher’s Commitment by Improving External Factors. Adv. Sci. Lett., 23(2), 925–929. https://doi.org/10.1166/asl.2017.7440
Chatwani, N. (2018). Distributed leadership: the dynamics of balancing leadership with followership. Palgrave Macmillan.
García-Martínez, I., Montenegro-Rueda, M., Molina- Fernández, E. & Fernández-Batanero, J. M. (2021). Mapping teacher collaboration for school success. School Effectiveness and School Improvement, 32(49), 631-649. https://doi.org/10.1080/09243453.2021.1925700
García-Martínez, I., Molina-Fernández, E. & Ubago-Jiménez, J. L. (2020). School Principals in Spain: Interplay of Leaders, Teachers and Context. Sustainability, 12(4), 1469. https://doi.org/10.3390/su12041469
Hardhienata, S. (2019). Increasing Teacher's Commitment to Organizations through the Development of Organizational Culture and Situational Leadership. In Proceedings of the 3rd Asian Education Symposium (AES 2018).
Harris, A. & Spillane, J. (2008). Distributed leadership through the looking glass. Management in Education, 22(1), 31-34. https://doi.org/10.1177/0892020607085623
Harris, A. (2014). Distributed leadership matters: Perspectives, practicalities, and potential. Corwin Press.
Harris, A. (2022). Leading with distributed leadership: Advancing teacher autonomy and collaboration for school improvement. International Journal of Leadership in Education, 25(4), 392-410. https://doi.org/10.1080/13603124.2021.1903563
Hartley, D. (2023). Education policy, distributed leadership and socio-cultural theory. In Mapping the Field (pp. 199-210). Routledge.
Herrera, G. (2012) Relación entre sentido de pertenencia y estabilidad laboral. [Tesis Doctoral]. Universidad Rafael Landívar.
Hickey, D., Harris, A., & Kirk, E. (2022). Distributed leadership and teacher commitment: Exploring the role of professional autonomy. Journal of Educational Leadership, 34(2), 129-145. https://doi.org/10.1080/00222548.2022.1847521
Hulpia, H., Devos, G. & Rosseel, Y. (2009). Development and Validation of Scores on the Distributed Leadership Inventory. Educational and Psychological Measurement - EDUC PSYCHOL MEAS, 69, 1013-1034. https://doi.org/10.1177/0013164409344490
Kachchhap, S. y Horo, W.. (2021). Factors Influencing School Teachers’ Sense of Belonging: An Empirical Evidence. International Journal of Instruction, 14, 775-790. https://doi.org/10.29333/iji.2021.14444a.
Krichesky, G. y Murillo, F. (2018). La colaboración docente como factor de aprendizaje y promotor de mejora. Un estudio de casos. Educación XX1, 21(1), 135-155.
Kun, A., Gadanecz, P. (2022). Workplace happiness, well-being and their relationship with psychological capital: A study of Hungarian Teachers. Current Psychology, 41, 185–199. https://doi.org/10.1007/s12144-019-00550-0.
Lam, S., Lee, K., & Chan, C. (2023). Enhancing innovation in schools: The role of distributed leadership in fostering teacher collaboration. Educational Psychology Review, 35(1), 57-75. https://doi.org/10.1007/s10648-022-09630-9
Legros, I., y Ryan, T. G. (2015). Principal traits and school climate: Is the invitational education leadership model the right choice? Journal of Educational Leadership, Policy and Practice, 30(2), 14–29.
Leithwood, K. A., Mascall, B. y Strauss, T. (Eds.). (2009). Distributed leadership according to the evidence (pp. 223-251). Routledge.
Liu, Y., Bellibaş, M. Ş., & Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453.
Liu, X., Li, H., & Zhang, J. (2021). The impact of distributed leadership on teacher autonomy and collaboration: Evidence from a large-scale study. Educational Management Administration & Leadership, 49(5), 785-804. https://doi.org/10.1177/1741143220902148
Nguyen, M., Tan, C., & Lam, D. (2023). The relationship between distributed leadership and teacher well-being: A focus on autonomy and professional collaboration. Teaching and Teacher Education, 110, 103591. https://doi.org/10.1016/j.tate.2022.103591
Olanrewaju, O., & Okorie, V. (2019). Exploring the Qualities of a Good Leader Using Principal Component Analysis. Journal of Educational Psychology, Psychotherapy and Management, 9, 142-150. https://doi.org/10.2478/jeppm-2019-0016
Pérez Peña, F., Cobaisse Ibáñez, M., Villagrán Pradena, S., & Alvarado, R. (2023). Aspectos generales del uso de métodos mixtos para investigación en salud. Medwave, 23(10), e2767. https://doi.org/10.5867/medwave.2023.2767
Pesonen, H Rytivaara A., Palmu L., & Wallin A. (2020). Teachers’ Stories on Sense of Belonging in Co-Teaching Relationship. Scandinavian Journal of Educational Research, 65(3), 425-436. https://doi.org/10.1080/00313831.2019.1705902
Pedraza, E., Amaya, G., y Conde, M. (2010). Desempeño laboral y estabilidad del personal administrativo contratado de la Facultad de Medicina de la Universidad del Zulia. Revista de Ciencias Sociales, 16(3), 493-505.
Printy, S., & Liu, Y. (2021). Distributed leadership globally: The interactive nature of principal and teacher leadership in 32 countries. Educational administration quarterly, 57(2), 290-325.
Szczesiul, S. (2014). The [un]spoken challenges of administrator collaboration: An exploration of one district leadership team’s use of protocols to promote reflection and shared theories of action. Journal of Educational Change, 15(4), 411–442.
Szczesiul, S., & Huizenga, J. (2014). The burden of leadership: Exploring the principal’s role in teacher collaboration. Improving Schools, 17(2), 176-191.
Thien, L. M., Razak, N. A., & Ramayah, T. (2014). Validating Teacher Commitment Scale Using a Malaysian Sample. SAGE Open, 4(2). https://doi.org/10.1177/2158244014536744
Thien, L. M., & Adams, D. (2021). Distributed leadership and teachers’ affective commitment to change in Malaysian primary schools: the contextual influence of gender and teaching experience. Educational Studies, 47(2), 179-199.
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