Factors asociated to teacher leadership

Factors asociated to teacher leadership

Teacher leadership is an important variable due to the role it plays in improving teacher quality and its positive relationship with school results. However, contextual situations exist within institutions that hinder or discourage teachers from assuming these roles. The objective of this research w...

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Main Authors: Achach-Sonda, Leydi Gabriela, Cisneros-Cohernour, Edith Juliana
Format: Online
Language:spa
Published: Universidad Autónoma de Tamaulipas 2024
Online Access:https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1747
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institution CIENCIA UAT
collection OJS
language spa
format Online
author Achach-Sonda, Leydi Gabriela
Cisneros-Cohernour, Edith Juliana
spellingShingle Achach-Sonda, Leydi Gabriela
Cisneros-Cohernour, Edith Juliana
Factors asociated to teacher leadership
author_facet Achach-Sonda, Leydi Gabriela
Cisneros-Cohernour, Edith Juliana
author_sort Achach-Sonda, Leydi Gabriela
title Factors asociated to teacher leadership
title_short Factors asociated to teacher leadership
title_full Factors asociated to teacher leadership
title_fullStr Factors asociated to teacher leadership
title_full_unstemmed Factors asociated to teacher leadership
title_sort factors asociated to teacher leadership
description Teacher leadership is an important variable due to the role it plays in improving teacher quality and its positive relationship with school results. However, contextual situations exist within institutions that hinder or discourage teachers from assuming these roles. The objective of this research was to describe the characteristics and factors that foster or inhibit the development of teacher leadership in a primary school in Mérida, Yucatán. A case study with mixed methods was followed. For the qualitative phase data were collected employing participant observation and semi-structured interviews. For the quantitative phase of the study online surveys were administered and the following non-parametric inferential tests were carried out: chi-square and Mann-Whitney U test; Findings suggest that high levels of leadership are positively correlated to having the initiative to undertake innovative school projects. In contrast, low levels of leadership were associated to discomfort with leadership roles. Significant differences were identified in the results of the qualitative and quantitative phase. The qualitative phase revealed that being a support teacher, the principal’s role, individualism, the availability of time, the administrative burden, large groups, among others, were categories that can influence teacher’s intentions to act or not with leadership. It is essential to know the situations that all teachers go through in order to make decisions in an informed manner, as well as to find the real roots of the problems that are closely related to decisions on public policy.
publisher Universidad Autónoma de Tamaulipas
publishDate 2024
url https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1747
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spelling oai:ojs.pkp.sfu.ca:article-17472024-03-22T16:31:19Z Factors asociated to teacher leadership Factores asociados al liderazgo docente Achach-Sonda, Leydi Gabriela Cisneros-Cohernour, Edith Juliana liderazgo docente Escuela primaria maestros de primaria teacher leadership elementary school elementary school’s teachers Teacher leadership is an important variable due to the role it plays in improving teacher quality and its positive relationship with school results. However, contextual situations exist within institutions that hinder or discourage teachers from assuming these roles. The objective of this research was to describe the characteristics and factors that foster or inhibit the development of teacher leadership in a primary school in Mérida, Yucatán. A case study with mixed methods was followed. For the qualitative phase data were collected employing participant observation and semi-structured interviews. For the quantitative phase of the study online surveys were administered and the following non-parametric inferential tests were carried out: chi-square and Mann-Whitney U test; Findings suggest that high levels of leadership are positively correlated to having the initiative to undertake innovative school projects. In contrast, low levels of leadership were associated to discomfort with leadership roles. Significant differences were identified in the results of the qualitative and quantitative phase. The qualitative phase revealed that being a support teacher, the principal’s role, individualism, the availability of time, the administrative burden, large groups, among others, were categories that can influence teacher’s intentions to act or not with leadership. It is essential to know the situations that all teachers go through in order to make decisions in an informed manner, as well as to find the real roots of the problems that are closely related to decisions on public policy. El liderazgo docente resulta ser una variable importante debido al papel que juega en la mejora de la calidad del profesorado y su relación positiva con los resultados escolares; sin embargo, en las realidades institucionales persisten situaciones que obstaculizan o desalientan al magisterio a asumir estos roles. El objetivo de la presente investigación fue el de describir cuáles son los factores que facilitan o inhiben el desarrollo del liderazgo docente en una escuela primaria de Mérida, Yucatán, México. Se siguió un estudio de caso con métodos mixtos. Para el análisis cualitativo, se trabajó con los datos recabados mediante las técnicas de observación participante y la entrevista semi-estructurada. Para el análisis de datos cuantitativos se utilizó la técnica de la administración de encuestas online, y se llevaron a cabo inferenciales no paramétricos: Ji cuadrada y prueba U de Mann Whitney. Se encontró que tener un liderazgo docente alto está relacionado positivamente con tener iniciativa para emprender proyectos innovadores escolares; a diferencia, el nivel bajo de liderazgo se asoció con la incomodidad con roles de liderazgo. Se detectaron diferencias en los resultados de las técnicas cualitativas y las cuantitativas. En el estudio cualitativo se obtuvo que ser docente de apoyo, la figura del director, el individualismo, la disponibilidad de tiempo, la carga administrativa, los grupos numerosos, entre otros, fueron categorías que pueden influir en el hecho de actuar o no con liderazgo. Es indispensable conocer todas las situaciones por la que atraviesan los profesores para poder tomar las decisiones de manera informada, así como encontrar las raíces reales de los problemas que están estrechamente relacionadas con las decisiones sobre política pública. Universidad Autónoma de Tamaulipas 2024-01-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html text/xml https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1747 10.29059/cienciauat.v18i2.1747 CienciaUAT; Vol 18 No. 2. January-June 2024; 19-42 CienciaUAT; Vol. 18 No. 2: Enero-Junio 2024; 19-42 2007-7858 2007-7521 spa https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1747/1167 https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1747/1163 https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/1747/1208 Derechos de autor 2023 Universidad Autónoma de Tamaulipas https://creativecommons.org/licenses/by-nc-sa/4.0

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