PRÁCTICAS DE LIDERAZGO EN ESCUELAS CON ORIENTACIÓN INCLUSIVA Y BUENOS RESULTADOS ACADÉMICOS

René Valdés

doi:10.1590/ES.250906

PRÁCTICAS DE LIDERAZGO EN ESCUELAS CON ORIENTACIÓN INCLUSIVA Y BUENOS RESULTADOS ACADÉMICOS

Translated title of the contribution: LEADERSHIP PRACTICES IN SCHOOLS WITH INCLUSIVE ORIENTATION AND GOOD ACADEMIC RESULTS

René Valdés

Research output: Contribution to journal › Article › peer-review

3 Citations (Scopus)

Abstract

The objective of this study is to explore and describe the leadership practices present in schools, at the same time, identify as inclusive and have good academic results. For this, three case studies with an ethnographic approach were systematized. The main results show the presence of a distributed, pragmatic, and strategic leadership, committed to inclusion and pedagogical management focused on diversity. In addition, these schools stand out for their strong professional development and for the presence of an inclusive school culture. However, the findings show that participating leaders understand standardized tests as information tools and do not perceive the supremacy of school performance as a barrier to inclusion.

Translated title of the contribution	LEADERSHIP PRACTICES IN SCHOOLS WITH INCLUSIVE ORIENTATION AND GOOD ACADEMIC RESULTS
Original language	Spanish
Article number	e250906
Journal	Educacao e Sociedade
Volume	44
DOIs	https://doi.org/10.1590/ES.250906
Publication status	Published - 2023

ASJC Scopus subject areas

Education

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10.1590/ES.250906

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AB - The objective of this study is to explore and describe the leadership practices present in schools, at the same time, identify as inclusive and have good academic results. For this, three case studies with an ethnographic approach were systematized. The main results show the presence of a distributed, pragmatic, and strategic leadership, committed to inclusion and pedagogical management focused on diversity. In addition, these schools stand out for their strong professional development and for the presence of an inclusive school culture. However, the findings show that participating leaders understand standardized tests as information tools and do not perceive the supremacy of school performance as a barrier to inclusion.

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PRÁCTICAS DE LIDERAZGO EN ESCUELAS CON ORIENTACIÓN INCLUSIVA Y BUENOS RESULTADOS ACADÉMICOS

Abstract

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