El perfil de gestión del directivo docente de antioquia y los enfoques de gestión administrativa

Norely Soto Builes, Solbey Morillo Puente, Gregorio Calderón-Hernández, Héctor Darío Betancur

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

1 Cita (Scopus)


This paper reports the results of a research aimed at studying the relationship between the managerial approach and the personal and professional characteristics of teacher-directors at schools of the 117 non-certified municipalities of Antioquia (Colombia), taking into account the four dimensions of educational management (directive, administrative, academic, and communitarian) into three forms of management: func-tionalist, structuralist, and critical. The research followed a descriptive, quantitative, and inferential approach, and was carried out with 242 teacher-directors who were selected by stratified random sampling and surveyed through self-administered questionnaires. The results reveal that many of the practices of these directors in each of the dimensions of management are still functional and structural, although a turning point towards the so-called critical management is observed. Our findings reveal a statistically significant tendency of teaching directors with graduate studies and more than ten years of experience to place themselves in critical management. Similarly, those with less experience tend to a function-alist community managerial style and show a greater prevalence of critical management in this dimension over the years.

Título traducido de la contribuciónManagerial profile of teacher-directors in antioquia and administrative management approaches
Idioma originalEspañol
Páginas (desde-hasta)123-136
Número de páginas14
EstadoPublicada - 1 jul. 2020

Palabras clave

  • Critical management
  • Educational management
  • Function-alist management structuralist management


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