El liderazgo directivo en la Nueva Escuela Mexicana y la revalorización docente desde el reconocimiento del talento humano: a scoping review

Rosa Angélica Priego Morales

doi:10.58763/rc2024197

Authors

Rosa Angélica Priego Morales Universidad Autónoma de Tlaxcala. Tlaxcala, México https://orcid.org/0009-0005-1039-3797

DOI:

https://doi.org/10.58763/rc2024197

Keywords:

career development, leadership, teaching and learning, training

Abstract

The preparation of future generations to integrate into society and participate in change processes is a significant need in education systems worldwide. In the New Mexican School context, this preparation is subject to competency-based models that promote efficiency but not the values of the humanistic approach so necessary today. A scoping review was conducted to understand the elements to be considered to promote the management of human talent of the teaching staff from the leadership processes. The main results suggest the need to transform the current discourse on teachers to promote their improvement from collaborative positions and the different types of leadership, emphasizing human development and school organizations. Constitutive elements of human talent management are suggested, as well as lines for reflection on the role of leadership in the valuation of educational actors. The findings point to the importance of carrying out new studies.

Metrics

Metrics Loading ...

References

Ainscow, M. (2020). Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7-16. https://doi.org/10.1080/20020317.2020.1729587

Ávila-Carreto, A., Castillo Vergara, I., y Vázquez Vega, S. L. (2022). La Nueva Escuela Mexicana ante la Cultura Digital. ¿Propuesta técnica o construcción conceptual? Congreso Internacional de Educación Evaluación. Debates en Evaluación y Curriculum. https://centrodeinvestigacioneducativauatx.org/publicacion/pdf2022/A171.pdf

Bellibaş, M. Ş., Gümüş, S., y Liu, Y. (2021). Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 32(3), 387-412. https://doi.org/10.1080/09243453.2020.1858119

Benítez-Hernández, M. d., y Victorino Ramírez, L. (2019). Las habilidades socioemocionales en la escuela secundaria mexicana: retos e incertidumbres. Revista Electrónica en Educación y Pedagogía, 3(5), 129-144. https://doi.org/10.15658/rev.electron.educ.pedagog19.09030508

Chen, L., Zhang, J., Zhu, Y., Shan, J., y Zeng, L. (2023). Exploration and practice of humanistic education for medical students based on volunteerism. Medical Education Online, 28(1), 2182691. https://doi.org/10.1080/10872981.2023.2182691

Davila, A., y Elvira, M. M. (2012). Humanistic leadership: Lessons from Latin America. Journal of World Business, 47(4), 548-554. https://doi.org/10.1016/j.jwb.2012.01.008

Díaz Barriga, Á. (2022). Retos de la docencia ante el marco curricular 2022: SEP. Secretaría de Educación Pública. (En el marco del reconocimiento a la labor docente)

Farrukh, M., Ansari, N., Raza, A., Wu, Y., y Wang, H. (2022). Fostering employee's pro-environmental behavior through green transformational leadership, green human resource management and environmental knowledge. Technological Forecasting and Social Change, 179, 121643. https://doi.org/10.1016/j.techfore.2022.121643

Geesa, R. L., Mayes, R. D., Lowery, K. P., Quick, M. M., Boyland, L. G., Kim, J., . . . McDonald, K. M. (2022). Increasing partnerships in educational leadership and school counseling: a framework for collaborative school principal and school counselor preparation and support. International Journal of Leadership in Education, 25(6), 876-899. https://doi.org/10.1080/13603124.2020.1787525

Gilligan, M. C., Osterberg, L. G., Rider, E. A., Derse, A. R., Weil, A. B., Litzelman, D. K., . . . y Branch Jr., W. T. (2019). Views of institutional leaders on maintaining humanism in today’s practice. Patient Education and Counseling, 102(10), 1911-1916. https://doi.org/10.1016/j.pec.2019.04.025

Gutiérrez-González, M. A., Mejía-Toiber, J., y Montaudon-Tomas, C. (2023). Leadership for the common good: Students’ self-assessment in a mexican university. Social Sciences & Humanities Open, 8(1), 100602. https://doi.org/10.1016/j.ssaho.2023.100602

Hajir, B., y Kester, K. (2020). Toward a Decolonial Praxis in Critical Peace Education: Postcolonial Insights and Pedagogic Possibilities. Studies in Philosophy and Education, 39, 515-532. https://doi.org/10.1007/s11217-020-09707-y

Hallinger, P., Gümüş, S., y Bellibaş, M. Ş. (2020). 'Are principals instructional leaders yet?' A science map of the knowledge base on instructional leadership, 1940–2018. Scientometrics, 122, 1629–1650. https://doi.org/10.1007/s11192-020-03360-5

Han, B. C. (2022). La sociedad del cansancio. Alianza Editorial.

Harvey, L., Cooke, P., y Trust, T. B. (2021). Reimagining voice for transrational peace education through participatory arts with South African youth. Journal of Peace Education, 18(1), 1-26. https://doi.org/10.1080/17400201.2020.1819217

Heffernan, A., MacDonald, K., y Longmuir, F. (2022). The emotional intensity of educational leadership: a scoping review. International Journal of Leadership in Education, 1-23. https://doi.org/10.1080/13603124.2022.2042856

Herrmann, B., y Rundshagen, V. (2020). Paradigm shift to implement SDG 2 (end hunger): A humanistic management lens on the education of future leaders. The International Journal of Management Education, 18(1), 100368. https://doi.org/10.1016/j.ijme.2020.100368

Jourdan, D., Gray, N. J., Barry, M., Caffe, S., Cornu, Christophe, . . . Susan. (2021). Supporting every school to become a foundation for healthy lives. The lancet child & adolescent health, 5(4), 295-303. https://doi.org/10.1016/S2352-4642(20)30316-3

Karacabey, M. F., Bellibaş, M. Ş., y Adams, D. (2022). Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust. Educational Studies, 48(2), 253-272. https://doi.org/10.1080/03055698.2020.1749835

Kaya-Kasikci, S., Zayim-Kurtay, M., y Kondakci, Y. (2023). The role of leadership in developing a climate of technology integration in public schools. Teaching and Teacher Education, 132, 104234. https://doi.org/10.1016/j.tate.2023.104234

Landri, P. (2023). Ecological materialism: redescribing educational leadership through Actor-Network Theory. Journal of Educational Administration and History, 84-101. https://doi.org/10.1080/00220620.2023.2258343

Liu, Y., y Werblow, J. (2019). The operation of distributed leadership and the relationship with organizational commitment and job satisfaction of principals and teachers: A multi-level model and meta-analysis using the 2013 TALIS data. International Journal of Educational Research, 96, 41-55. https://doi.org/10.1016/j.ijer.2019.05.005

Lockwood, C., Borgess dos Santos, K., y Pap, R. (2019). Practical Guidance for Knowledge Synthesis: Scoping Review Methods. Asian Nursing Research, 13, 287-294. https://doi.org/10.1016/j.anr.2019.11.002

Luger, S., y Fitzpatrick, J. J. (2022). Narrative Nursing Leadership “Story Telling” and Constructs of Authentic Nursing Leadership. Nurse Leader, 20(1), 67-69. https://doi.org/10.1016/j.mnl.2021.08.003

Madrigal Segura, R. (2020). El currículum y la innovación educativa: primeras notas sobre la Nueva Escuela Mexicana. Revista RedCA, 2(7), 43-53. https://dialnet.unirioja.es/servlet/articulo?codigo=9106823

Maykut, C. A. (2020). Skillful Moral Leadership:: Collective Action to Foster Moral Habitability. Nurse Leader, 18(5), 491-496. https://doi.org/10.1016/j.mnl.2019.09.020

Mercer, J. (2021). Mapping the leadership development of UK (full) professors in terms of cognitive, experiential, humanist and social learning. Higher Education Research & Development, 40(4), 795-809. https://doi.org/10.1080/07294360.2020.1776225

Naidoo, P. (2019). Perceptions of teachers and school management teams of the leadership roles of public school principals . South African Journal of Education, 39(2), 1-14. https://doi.org/10.15700/saje.v39n2a1534

Page, M., McKenzie, J., Bossuyt, P., Boutron, I., Hoffmann, T., Mulrow, C., . . . Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. International Journal of Surgery, 88, 105906. https://doi.org/10.1016/j.ijsu.2021.105906

Pan, H.-L. W., Wiens, P. D., y Moyal, A. (2023). A bibliometric analysis of the teacher leadership scholarship. Teaching and Teacher Education, 121. https://doi.org/10.1016/j.tate.2022.103936

Plachy, R. J., y Smunt, T. L. (2022). Rethinking managership, leadership, followership, and partnership. Business Horizons, 65(4), 401-411. https://doi.org/10.1016/j.bushor.2021.04.004

Pont, B. (2020). A literature review of school leadership policy reforms. European Journal of Education, 55(2), 154-168. https://doi.org/10.1111/ejed.12398

Rant, M. B. (2020). Sustainable development goals (SDGs), leadership, and Sadhguru: SELF-TRANSFORMATION becoming the aim of leadership development. The International Journal of Management Education, 18(3), 100426. https://doi.org/10.1016/j.ijme.2020.100426

Schalkwyk, V., Dirkse, R., y Steenkamp, R. J. (2022). A hypothetical improvement of the quadruple helix model of innovation. Acta Commercii, 22(1), 1-10. https://doi.org/10.4102/ac.v22i1.1037

Schick-Makaroff, K., MacDonald, M., Plummer, M., Burgess, J., y Neander, W. (2016). What Synthesis Methodology Should I Use? A Review and Analysis of Approaches to Research Synthesis. AIMS Public Health, 3(1), 172-215. https://doi.org/10.3934/publichealth.2016.1.172

Scholtz, G. (2023). Leadership development perspective of adult learning philosophies. The International Journal of Management Education, 21(2), 100792. https://doi.org/10.1016/j.ijme.2023.100792

Schott, C., van Roekel, H., y Tummers, L. G. (2020). Teacher leadership: A systematic review, methodological quality assessment and conceptual framework. Educational Research Review, 31. https://doi.org/10.1016/j.edurev.2020.100352

Scuotto, V., Tzanidis, T., Usai, A., y Quaglia, R. (2023). The digital humanism era triggered by individual creativity. Journal of Business Research, 158, 113709. https://doi.org/10.1016/j.jbusres.2023.113709

Sebastian, J., Allensworth, E., Wiedermann, W., y Hochbein, C. (2018). Principal Leadership and School Performance: An Examination of Instructional Leadership and Organizational Management. Leadership and Policy in Schools, 18(4), 591-613. https://doi.org/10.1080/15700763.2018.1513151

Sergiovanni, T. (1994). Organizations, or Communities? Changing the Metaphor Change the Theory. Educational Administration Quarterly, 30 (2), 214-226.

Sergiovanni, T. (2001). Liderazgo: ¿Qué hay para las escuelas? Londres: RoutledgeFalmer.

Shen, Y., Chou, W.-J., Schaubroeck, J. M., y Liu, J. (2023). Benevolent leadership, harmonious passion, and employee work behaviors: A multi-level moderated mediation model. Journal of Business Research, 157, 113571. https://doi.org/10.1016/j.jbusres.2022.113571

Talebizadeh, S. M., Hosseingholizadeh, R., y Bellibaş, M. Ş. (2021). Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior. Studies in Educational Evaluation, 68, 100970. https://doi.org/10.1016/j.stueduc.2020.100970

Tarker, D. (2019). Transformational Leadership and the Proliferation of Community College Leadership Frameworks: A Systematic Review of the Literature. Community College Journal of Research and Practice, 43(10-11), 672–689. https://doi.org/https://doi.org/10.1080/10668926.2019.1600610

Tintoré, M., Cunha, R. S., Cabral, I., y Alves, J. J. (2020). A scoping review of problems and challenges faced by school leaders (2003–2019). Educational Management Administration & Leadership, 50(4), 536-573. https://doi.org/10.1177/1741143220942527

Turbay R. C. (2000). El derecho a la educación desde el marco de la protección integral de los derechos de la niñez y de la política educativa. Bogotá: UNICEF.

Wang, Y., Zhang, Y., Liu, M., Zhou, L., Zhang, J., Tao, H., y Li, X. (2020). Research on the formation of humanistic care ability in nursing students: A structural equation approach. Nurse Education Today, 86, 104315. https://doi.org/10.1016/j.nedt.2019.104315

Wu, H., y Shen, J. (2022). The association between principal leadership and student achievement: A multivariate meta-meta-analysis. Educational Research Review, 35. https://doi.org/10.1016/j.edurev.2021.100423

Yan, L., Bellibaş, M. Ş., y Gümüş, S. (2021). The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: Mediating roles of supportive school culture and teacher collaboration. Educational Management Administration & Leadership, 49(3), 430-453. https://doi.org/10.1177/1741143220910438

Yang, Z., Qi, S., Zeng, L., Han, X., y Pan, Y. (2021). Work-Family Conflict and Primary and Secondary School Principals’ Work Engagement: A Moderated Mediation Model. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.596385

Yulianti, K., Denessen, E., Droop, M., y Veerman, G.-J. (2022). School efforts to promote parental involvement: the contributions of school leaders and teachers. Educational Studies, 48(1), 98-113. https://doi.org/10.1080/03055698.2020.1740978