Pedagogical leadership and educational management in the teaching practice of SENA - Colombia

Verónica Johana Suárez Molina Et Al

doi:10.17762/pae.v58i1.2182

Abstract

The purpose of the research was to determine the influence of pedagogical leadership and educational management on the teaching practice of the SENA's technical and technological training centers in Colombia. The study has a mixed approach, in the quantitative approach it was the non-experimental design and in the qualitative approach it followed the phenomenological-hermeneutic design. For the quantitative study, the population was made up of 201 professional instructors, located in 33 regions of Colombia where the SENA is present, and for the qualitative study, 8 teaching directors. The application instruments were a questionnaire and a semi-structured interview guide. In conclusion, there is a relationship between the influence of the pedagogical leadership of the direction and the educational management in the teaching practice of the SENA training centers in Colombia

Highlights

The theories associated with leadership styles have responded to the social, economic and cultural conditions of each era
In this way, compared to the general perception of the instructors surveyed, 1% consider the educational management of the training centres' teaching managers to be fair, 38.3% consider it to be very good, and 60.7% consider the educational management of the institution's leaders to be very good
It is concluded according to the sig. value = 0.000< 0.05, obtained, that there is an influence of the pedagogical leadership of the educational direction and management on the teaching practice of the SENA, with a level of influence of 21.8% according to the R2 Nagelkerke

Summary

Introduction

The theories associated with leadership styles have responded to the social, economic and cultural conditions of each era. The National Learning Service SENA, a higher education institution for technical and technological training, retains a top-down pedagogical leadership style [23], 23], in which hierarchical structures and a solid network of public managers who devote their mission to the fulfillment of training functions and goals set by the national government prevail, recognizing from their role functions associated with strategic direction, school governance, organizational culture and climate, and community relations [22], [34], [25] For this reason, the importance of knowing and determining the influence of the pedagogical leadership of the educational direction and management in the teaching practice, in order to understand the characteristics of the pedagogical leader, his role in the training centers and his influence in the pedagogical accompaniment and the linking of the teaching staff in managerial activities. In the discussion section, the arguments that support the definition of pedagogical leadership, from the theory of relationships, distributed leadership and pedagogical accompaniment, are presented

Objectives

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Conclusion