Modelo Estructurante para la Gestión Escolar en Contextos Rurales

Abstract

This project begins with an introductory section defining the concept of school management, followed by the justification which explains the importance of contributing to the progress of educational effectiveness in rural areas. Subsequently, the research problem is analyzed from three educational management perspectives: international, national, and local, focusing on the neglect of rural educational management by Colombian training policies. This is because school management is designed for urban areas and must be adapted to rural contexts, indicating a lack of understanding of contextual differences. This leads to the following research question: What are the key determinants for establishing a structuring model to guide school management in educational institutions in rural contexts? The aforementioned issue leads to the general objective of the proposal, which seeks to establish a structuring model of educational management for school institutions in rural contexts, focusing on fifteen municipalities in the department of Cundinamarca. A theoretical framework is structured, supported by bibliographic references (Scopus) and bibliometric analysis conducted using VOSviewer. The proposed methodology follows a quantitative approach based on epistemological principles within the analytical empirical paradigm with an explanatory scope. It employs a non-experimental longitudinal temporal perspective design with a population-style unit of analysis, utilizing both field and documentary sources of information. To achieve the general objective, a methodological scheme is proposed in three phases: data collection, data processing, and data materialization, addressing the research question by creating the school management model for rural contexts. This model consists of three stages: model adjustment, structuring using the rural educational manager, and application of a pilot test.