El liderazgo del Director, su Formación y su Incidencia en el Aprendizaje Escolar, Dentro de los Programas de Articulación de la Media.

Abstract

The present research sought to establish the effects of learning-centered leadership practices promoted by school principals and their training on student learning in the context of comprehensive secondary education. Under the quantitative paradigm, this study applied to a sample of 680 participants, including teachers, coordinators and principals, a valuable survey based on the international instrument VAL-ED, to measure the effectiveness of the principal to conduct this leadership style, making a coherent validation for our context. Based on its results, important statistical exercises were conducted to characterize the principal's training, in terms of experience and disciplinary field, to gather information that accounts for the leadership practices exercised by the school principal focused on school learning and, through a multiple correspondence analysis, the effects between the principal's leadership and his training on student learning mediated by teacher performance were explored, on the results of the Saber 11 tests of 2021, for the areas of Critical Reading, Natural Sciences, Mathematics and Social Studies. Consequently, it was determined that: the principal's training before being appointed has an impact on the studies performed in service, and that there is no positive impact of the principal's academic training on learning. On the other hand, the statistical evidence considers that there is little relationship between the principal's leadership practices and teacher performance, from which it is inferred that the principal does not promote pedagogical leadership. Finally, the significant and positive influence that leadership for learning has on students' academic learning is strongly confirmed.