Caracterización de la gestión directiva en las escuelas centro de la ciudad de Capiatá, año 2025
DOI:
https://doi.org/10.5281/zenodo.21301835Keywords:
liderazgo directivo, gestión educativa, calidad educativa, escuelas centro, gestión pedagógicaAbstract
This research aimed to characterize school leadership in downtown schools of the city of Capiatá during 2025. The study emerged from the need to understand how leadership practices influence pedagogical, administrative, and community management within public educational institutions. The research adopted a mixed-methods approach with a concurrent triangulation design and descriptive scope. The population consisted of six educational institutions located in downtown Capiatá, including six principals, six supervisors, and 205 teachers. Structured surveys, semi-structured interviews, and institutional document analysis checklists were used for data collection. The findings revealed that the predominant leadership style in the studied schools was democratic-participatory leadership, characterized by collaborative work, assertive communication, and community participation in decision-making processes. In addition, strengths related to institutional climate and the integration of active methodologies were identified; however, challenges persist regarding pedagogical supervision, resource management, and continuous training for school leaders. It is concluded that school leadership is a determining factor for educational quality and the consolidation of sustainable institutional improvement processes.
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Copyright (c) 2026 Luciana Paola Aguilar Giménez, Paola Liliana Leguizamón Muñoz, Raúl Daniel Espínola Monges
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