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Leadership for educational quality

management

Liderazgo para la gestión de la calidad educativa

Guerra Fernández, Rosa María del Carmen

Sialer Alarcón, Jannet Alicia*

Villón Prieto, Rafael Damián*

Abstract

Every day, educational institutions take on the challenge of improving the

quality of education that students receive. The principal assumes the

fundamental role of leading and providing students with an environment

that allows them to optimize their learning, evidencing his leadership

capacity. The main purpose of the review is to address managerial

leadership as the authority responsible for achieving the goals and

objectives set by the educational institution and its interrelation with

teachers, in order to improve the quality of education. The method used in

the systematization of the information was the deductive method, with a

quantitative, qualitative and mixed approach. It is concluded that the

shared leadership of managers and teachers is an essential part of the

educational system to improve educational quality and student learning.

Likewise, it was identified that managerial leadership is closely linked to

teacher performance, allowing them to be guided to the achievement of

established objectives, with efficient repercussions on educational quality.

It is recommended to continue with the review of this type of articles in

order to increase research on managerial leadership, seeking the

* Degree in Psychology from Universidad Señor de

Sipán de Chiclayo, Chiclayo, Peru,

rmcguerraf@gmail.com, https://orcid.org/0000-

0003-0707-5753.

* Degree in Education, Universidad Nacional Pedro

Ruiz Gallo de Lambayeque, Lima, Peru;

sialergj@ucvvirtual.edu.pe, https://orcid.org/0000-

0001-9943-755X.

* Systems Engineer from Universidad Señor de

Sipán de Chiclayo, Chiclayo, Peru;

rafael.villonp@gmail.com https://orcid.org/0000-

0002-5248-4858.

Article

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development of improvement plans for their educational institution and

active support for the achievement of teacher leadership.

Keywords: Leadership, educational quality, learning improvement.

Resumen

Las instituciones educativas asumen día a día el reto de mejorar la calidad

educativa que reciben los estudiantes. El director asume el rol fundamental

de liderar y proporcionar a los estudiantes un ambiente que les permita

optimizar sus aprendizajes, evidenciándose su capacidad de liderazgo. El

propósito principal de la revisión es abordar el liderazgo directivo como

autoridad responsable de que se cumplan las metas y objetivos trazados por

su institución educativa y su interrelación con los docentes, para lograr

mejorar la calidad educativa. El método empleado en la sistematización de

la información, fue el método deductivo, con enfoque cuantitativo,

cualitativo y mixto. Se concluye que el liderazgo compartido de directivos

y profesores es parte esencial en el sistema educativo para mejorar la

calidad educativa y el aprendizaje de los estudiantes. Asimismo, se

identificó que el liderazgo directivo está estrechamente vinculado con el

desempeño docente, permitiendo guiarlos al logro de objetivos

establecidos, repercutiendo eficientemente en la calidad educativa. Se

recomienda continuar con la revisión de este tipo de artículos para

incrementar la investigación del liderazgo directivo procurando la

elaboración de planes de mejoramiento para su institución educativa y un

apoyo activo para el logro del liderazgo docente.

Palabras clave: Liderazgo, calidad educativa, mejora de aprendizajes

Introduction

Today, as the era of knowledge, globalization and scientific and

technological progress characterize the world, we are going through

great changes to the point that educational institutions face

increasingly sophisticated challenges that lead to the development

and improvement of today's society. In this context, the principal

assumes the fundamental role of leading and providing students with

an environment that allows them to optimize their learning,

evidencing his leadership capacity. For this reason, educational

policies have focused their interest on educational leadership, since

research has shown that it has a positive influence on the

effectiveness and improvement of education.

In this regard, the United Nations Educational, Scientific and

Cultural Organization - UNESCO, through the document involving

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school leaders in Latin America and the Caribbean, investigated the

strengthening of principals as leaders, concluding that, despite the

policies implemented to achieve positive managerial leadership in

schools, there are still difficulties in decision-making. That is, the

principal training programs implemented have not generated the

desired response, due to the fact that most principals lack the skills

that would allow them to assume leadership and stimulate their

teachers, together with a deficient organizational capacity. This

evaluation allows for the strengthening of the capacities of

educational leaders to transform education, allowing them to achieve

quality education. (UNESCO, 2014) .

In Latin America, we face the challenge of quality at the educational

level. Colombia shows progress in educational policies, making

educational management the essence of change in educational

system reforms (Correa et al., 2001). For their part, Ecuador and

Argentina are working to ensure that their school systems achieve

better management in the pedagogical, administrative and socio-

educational areas, seeking the incorporation of school programs and

the fulfillment of institutional projects, based on the results obtained.

(UNESCO, 2014) . In Mexico, educational reforms have been

adapting to the needs of modern society, through educational

management, aimed at solving conflicts in educational

organizations, improving the conditions of teachers and students,

which translates into favorable educational results (Carrillo, 2008, p.

45).

A study conducted by De la Cruz (2011) in Peru reveals that the

efficiency of educational centers reflects the influence of the

director's leadership. Likewise, he affirms that the transformational

approach in which the principal leads from a school exerts a

significant influence on the efficiency of the educational center.

Along the same lines, Freire (2014) delves into research on the role

of the principal as a pedagogical leader in the management of

educational institutions in Peru, concluding that the measures

adopted by the state must be associated not only with the authorities

but also with the teachers who are the ones who transmit the

measures, teach the curriculum and projects proposed by the state.

The Ministry of Education, through the Framework of good

performance of the principal (2014), defines the role and

responsibility that the principal must assume to achieve an impact on

the quality of teaching and student learning, together with the

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accompaniment of the teacher's work, highlighting its importance in

the teaching process. Therefore, it is proposed to establish a

managerial role from the pedagogical leadership approach, that is, a

leader who influences, inspires and moves the educational sector in

terms of pedagogy, so that the school is constituted and developed

in terms of learning, linking the work of the teacher, together with a

pleasant school climate, with the collaboration of families and the

community.

Bolivar (2010) states that, in order to improve educational

organizations, managers must promote their progress through

effective operations and the establishment of leadership within the

organization. However, Sierra (2017) research warns that Latin

American countries such as Colombia, Chile, Mexico and Ecuador

do not have policies within the national educational framework that

correctly define the tasks or the role to be performed by educational

leaders.

In the words of Chiavenato (2006), leadership is understood as the

interpersonal influence exerted in certain situations, directed through

communication to the achievement of one or more defined

objectives. For Hogg and Vaughan (2010), it is the relationship that

arises between certain members of the same group, some of whom

are able to influence the rest of the members, making them

internalize values, attitudes and goals as their values and strive to

achieve them. According to Chemers et al. (2000) leadership is

conceived as a process of social influence, in which one person is the

one who brings together and mobilizes others to achieve a common

goal.

From the 1960s and 1970s onwards, leadership applied to education

began to develop more autonomously. Thus, we have Sergovianni

(1984) who proposed five styles of leadership: technical leadership,

human leadership, educational leadership, symbolic leadership, and

cultural leadership, which allows us to appreciate that his

classification is based on the main aspects of leadership.

Similarly, we have school leadership provided by Leithwood,

Begley and Cousins (1990). They have established four types of

leadership based on styles, thus we have: Style A, which is

characterized by an interest in interpersonal relationships and

establishes a cooperative and communitarian environment within the

school. Style B focuses on the performance of students and their

welfare. Style C concentrates on plans to promote the growth of

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teachers. Style D redirects attention to administrative issues, such as

the organization of institutions.

In the 1980s, the emergence of instructional leadership made the

most important contribution to school effectiveness, enabling

institutions to achieve comprehensive student development, teacher

professional growth and school community involvement. The

contribution of this style of leadership is undoubtedly undeniable,

since it promotes a change of bureaucratic direction towards those

interested in the teaching provided. (Murillo, 2006, p.89).

This will allow the emergence of transformational leadership,

proposed by Bass (1985, 1988). Leaders are characterized by

charisma, vision, personal consideration, intellectual stimulation and

motivational capacity. Over time, facilitative leadership emerged,

characterized by power exercised through others and not over others

(Lashway, 1995). Similarly, Conley and Goleman (1994) proposed

methods of using strategies, such as predicting resources, forming

teams, providing feedback, coordinating and managing conflicts,

creating communication networks, practicing collaborative

strategies and defining the vision of the school.

The persuasive leadership proposed by Stoll and Fink (1999) is

based on the optimism that the leader maintains together with the

confidence that he transmits to others and the intentionality to

persuade. On the other hand, the basis of sustainable leadership is:

sustainable learning, success over a period of time, support for

others, social justice, development of human resources, development

of the environment and commitment to it. (Hargreaves and Fink,

2003; 2004; 2005)

These previous studies allow us to see distributed leadership as a

new paradigm to achieve educational quality. It stands out for:

analyzing and confronting school leadership interested in achieving

the commitment of all members of the educational community. It

also redefines the role of the principal as an agent of change who

values and takes advantage of the competencies of the members of

the school community to achieve a common mission. It also

promotes and facilitates the professional growth of teachers,

discarding individualistic school practices and gives way to a shared

vision in which teachers assume personal leadership and give way to

a common vision, allowing schools to improve their problem-

solving skills, as well as taking advantage of the knowledge, skills,

abilities and efforts of the school community (Murillo, 2006, p.10).

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The author Robinson et al. (2009) expresses that educational

leadership is understood as that leadership that influences others,

directing them for the execution of actions aimed at achieving

improvements in student learning. As a result, educational leaders

manage to involve all school agents in a common improvement

project, which enables the participation of the educational

community, getting them involved and leading to the goal of student

learning, managing economic resources and the human factor in the

pursuit of this shared goal. In this regard, Leithwood (2009) pointed

out that leadership is an exercise of influence, the influence of power

has been transferred to anyone without having to occupy a specific

position within the school organization.

The authors, Silíceo et al. (2001) state that leaders must exhibit

attitudinal qualities (wisdom, conviction, risk, generosity and

courage), inspirational behaviors (motivation, passion, consistency,

credibility and integrity, faith and hope), and interpersonal behaviors

(willingness and presence to communicate, ability to listen, persuade

and negotiate). According to Alvarado (1996), leadership involves

interrelating four elements: goals, style, followers and power. He

states that the goal or objective is key to all institutional activities.

The style is represented by the manifestation of behaviors and

attitudes to exercise power. While the followers are formed by the

employees who adhere to the product of the leadership imparted.

Finally, power is the ability to govern the followers.

Since the 1990s, the quality of education has been a pending issue in

the educational policy agenda of all countries. The Organization for

Economic Cooperation and Development - OECD (1991)

conceptualizes it as an attribute, the degree of excellence or relative

value, which is understood as good or excellent, and therefore, it is

a non-quantified characteristic or judgment.

For its part, UNESCO qualifies quality education as a right that

every person has. Quality must go beyond ensuring that students

enter the classroom and continue their studies; that is, it must record

the conditions for teaching and student academic performance

(UNESCO, 2013, p. 75). Therefore, educational quality refers to

training that pays attention to the general skills of students, which

goes beyond cognitive knowledge, becoming a challenge for

educational institutions, as they reveal the skills of teachers to

recognize the needs and achieve progress in their students, in

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addition to this, the environmental conditions where the educational

work is developed must be valued.

A quality school, according to Mortimore (1991), is one that

promotes the intellectual, social, moral, and emotional achievement

of students, taking into account their socioeconomic level, family

environment, and prior learning situation. An effective school

system is a system that maximizes the school's capacity to achieve

these goals.

Marchessi and Martín's (2000) understanding of educational quality

is that quality schools can improve the cognitive, social, emotional,

aesthetic and moral skills of students, contribute to the participation

and satisfaction of the educational sector and promote the

professionalism of teachers, developing and promoting their

educational opportunities in their social environment. Quality

educational centers must consider the characteristics of their students

and their social environment. A high quality educational system is

conducive to the operation of such centers, especially for those

students who must receive special education or students located in

socially or culturally disadvantaged areas.

The educational society, at present, is guided by the principle of

teaching quality, being fundamental the educational strategies

applied by teachers, which should be aimed at enhancing the

development of learning with new strategies that allow the greatest

achievement of the students' capabilities. The quality of teaching is

a reflection of the learning process transferred to the students. For

the achievement of quality, it requires a good directional

management of the direction, as well as pedagogical strategies

imparted by teachers with creativity and motivation capacity for the

formation of future citizens with competent skills and provide

satisfaction to their parents.

With these considerations, this article raises the following questions:

What is the value that the learning community attributes to the

concept of managerial leadership? What is the role of managerial

leadership in improving educational quality? How do managers and

teachers interrelate in improving educational quality? What is the

current impact of shared leadership between managers and teachers

in improving educational quality?

In this sense, the research focused on conducting a critical review of

articles related to leadership and educational quality, extracted from

certain databases and correspond to the period from 2016 to 2020,

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carried out in a methodical way, identifying the strategies applied to

improve educational quality, analyzing relevant aspects that allow

highlighting the importance of the influence of principals and

teachers as managers and drivers of learning improvement and the

achievement of educational quality.

The objective of the research is to identify and analyze the scientific

production on research related to leadership and the improvement of

educational quality, during the last five years; showing the main

applied research, with the purpose of evaluating the contribution of

leadership in the educational quality received by students. The study

variables correspond to leadership and educational quality.

Materials and methods

The present research is a review, for its elaboration empirical articles

were taken into account, extracted from the databases Scopus,

Ebsco, ProQuest and Google Scholar, considering the years 2016 to

2020; and taking as reference the study variables leadership and

educational quality; the extracted articles have been published in

Spanish and English language.

Likewise, articles were taken from indexed journals, taking into

account similar criteria used in the search in the databases mentioned

in the preceding paragraph and based on the study variables.

Similarly, research papers and theses available in the repositories of

universities in Peru and around the world have been taken into

account, using similar criteria to those mentioned above, taking into

account the variables under study.

In this review, the descriptive analytical method was applied,

identifying and reviewing article by article, by reading and

identifying strategies used by the authors to improve the quality of

education. At the same time, the deductive method was used, which

is characterized by starting from the generality and arriving at the

specific content relevant to this research. According to this nature,

the result was a review article, non-original, non-experimental; with

a quantitative, qualitative and mixed approach.

Two types of tables were used to collect the information, one to

record the articles identified according to databases, containing the

following data: No., article title, year, type of article, country,

journal, indexation, subject reviewed, citations reviewed,

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commentary, possible use of the article to be written, references

(APA), link/DOI.

The target audience for this research is mainly principals and

teachers of elementary and higher education, university and non-

university, parents, and can be extended to graduate students of

higher education, in order to enhance the skills to propose

improvement plans for the educational quality of students.

Results

The results of the analysis of the articles, taken from the Scopus,

Ebsco, ProQuest and Google Scholar databases, reveal that

researchers are interested in addressing issues related to educational

leadership and quality, contributing with research and analysis for

the benefit of the educational community.

Villa's research (2019) concludes that there is a trend of positioning

pedagogical leadership, which characterizes effective schools with

better educational levels. His studies were developed by applying

four leadership models: Fiedler's situational leadership, Bernanrd

Bass' transformational leadership, Kenneth Leithwood's effective

leadership practices at the educational level, and finally, emotional

leadership. This finding is shared by Contreras (2016) who reports

that teachers with leadership skills together with pedagogical

leadership constitute a new concept of comprehensive school, whose

purpose is to help students in their learning process, as well as their

personal development and professional growth, being necessary for

the achievement of this objective, that teachers and principals are

adequately trained.

Rodríguez, et al. (2019) and Ordoñez, et al. (2020), address the issue

of leadership based on educational management as a factor for the

improvement of school quality. Both studies recognize the

importance of managerial leadership and pedagogical leadership, as

well as teacher performance, in the achievement of educational

quality. For Rodriguez, "the results of the study confirm that the

opinion of principals on pedagogical leadership and school

improvement is determined by regulations, limiting their work

structure" (p.275). For his part, Ordoñez assures that citizens have

the right to education and the state has the duty to provide them with

quality education.

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In the same line, Rosas (2016), concludes that, from the student

perspective, "there is a significant relationship between pedagogical

leadership of the principal and teacher performance" (p.56).

Salvador and Sanchez (2018), in their research on managerial

leadership and teacher commitment, their results show that the rho

Spearman correlation = ,676 and a p-value = 0.000 lower than the α

level = 0.05, concluding that if there is a moderate significant

relationship between the variables of analysis of managerial

leadership and organizational commitment of teachers (p.115). This

contradicts the research of Santiago and Sanchez (2020),

demonstrating that although teacher leadership is a cause that

influences the effectiveness of education, their findings reveal that

although the participants are recognized as leaders, and leadership is

valued as the key to improving the quality of education and the

academic performance of students, it was not possible to determine

the presence of leadership in teachers and their performance.

Carvalho, et al. (2020), in their analysis of shared leadership in

educational organizations, report that despite the relevance of the

topic, there is little research analyzing which factor triggers the

emergence of shared or participative leadership in public

organizations and how it translates into organizational results. Their

findings highlight the importance of a good organizational climate

for the emergence of shared leadership, which also reduces the

turnover of professionals in the public sector.

The research by Leiva and Vásquez (2019) proposed that principals

carry out processes of accompaniment to teachers, assuming

pedagogical leadership for the strengthening of teaching work and

student learning. Therefore, their research finds that educational

leaders assume an important role especially in the most vulnerable

educational institutions, where students and teachers are propellants

of the management performed by principals. Results with which

Condor and Remache (2018) coincide, who investigate the

appreciations of principals and teachers on educational quality and

the main problems currently facing education, in addition to

evaluating the teacher's work in the classroom. Their results

conclude that principals and teacher performance will affect

learning, so retaining traditional teaching practices will not

contribute to improving the quality of teaching.

The conclusions of the research by Maya et al. (2019) reveal that the

correlation between managerial leadership and quality education is

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low, demonstrating that managerial leadership has a direct impact on

the achievement of quality education. Managerial leadership must be

effective, decisive, democratic and participative, allowing teachers

and staff to participate in the work plan in a positive way. If this

leadership style exists, the organization will develop towards quality,

and when the principal adopts other leadership styles, the quality of

quality education management is reduced, deviating from the

expectations of achieving quality education.

For his part, Sallán (2020) highlights the importance of the nature

and performance of principals in the literature. He states that the

need to improve school results has boosted the interest in delving

into pedagogical leadership, in which principals are seen as agents

of change that focus on formative processes and are oriented to solve

teaching-learning problems. These results are shared by Castillo, et

al. (2017), who investigate leadership, through the valuation that

members of a Learning Community, conclude that, despite the

different conceptualizations of leadership, the valuation on the

importance of leadership as a basis for educational improvement and

change, is high, emphasizing that the sustainability of educational

projects depends on the participation and shared responsibility of all

members in learning.

Educational improvement involves interaction among individuals in

the school environment, which requires leadership roles and their

prominent distribution. Although the leadership of the department

head is very important, in some cases, teachers who do not have this

position may even play a more important role in influencing school

improvement, so concludes the research of Queupil and Montecinos

(2020).

Domínguez (2018) specifies that education demands new ways of

understanding and exercising leadership. Gone are the classic

conceptions of leadership, related to the figure of the "great leader"

who occupies formal positions and has a visionary profile. The new

paradigm proposes a "transformational leader", who seeks new

forms of collaboration, flexibility and network organization,

conditions that point to shared leadership, which allows the

successful execution of new management and leadership tasks. (p.

Campos, et al (2019) and Serrano (2018), both studies recognize the

importance of distributed or shared leadership as a factor for the

improvement of educational quality. For Campos, the management

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team has a distributed leadership characterized by promoting

accessibility, assertive communication and an environment of trust

and respect. Likewise, the collaborators he chooses are proactive

people who promote assertive communication. Serrano assures that

the ability to lead is a key factor within the educational development

model. In this sense, he assures that successful schools promote

coordination by creating a collaborative environment that fosters

participation, professional development, mutual support and

assistance in problem solving.

The scientific research Contreras and Jimenez (2016) entitled

"Leadership and Organizational Climate in a School in

Cundinamarca". It uses a descriptive correlational design, in a

sample of 101 individuals (managers, teachers and staff). A

descriptive study was carried out in which leadership and

organizational climate were measured by means of two instruments:

the Pitcher Adjective Test (PAT) and the Organizational Climate

Scale (ECO). The conclusion reached is that there is a relationship

between the research variables, which indicates that there is a direct

and highly significant correlation between leadership ability and

organizational climate.

Álvarez (2020) in his academic research entitled "The role of the

principal in the improvement of educational quality" assures that, in

order to achieve the improvement of educational quality in schools,

it is necessary to have a principal who has the leadership capacity to

motivate and lead in an organized and democratic way the

educational management in his institution and achieve the objectives

proposed for the good of education. The role of the principal is

transcendental, focusing on constant motivation, recognizing the

work of teachers individually and as a team, fostering a good

institutional climate, good coexistence and mutual respect among the

educational community, allowing to lead teachers, students and

parents to build educational projects aimed at improving the quality

of education.

The scientific inquiry of Vila (2018) entitled "Managerial

Leadership and Educational Management in the Public Educational

Institutions of the Primary level of the UGEL N° 04 - Comas, 2018".

The quantitative exploration, adopted the hypothetical - deductive

method, and performs a typology of research in function of basic

purpose, with a correlational level and transversal temporality. The

design used is non-experimental. The instruments used were two

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technical surveys, applied to primary school teachers in the district

of Comas. The population group was composed of 1172 teachers

from 10 public schools. The results obtained show that there is a

positive correlation coefficient of 0.810, which leads to the

conclusion of affirming the relationship between managerial

leadership and educational management. Findings with which the

work of Ferruzo (2019), in his Thesis "Principal's leadership, quality

of educational management and teacher performance in the

Emblematic Educational Institution "Daniel Alcides Carrión" -

Pasco" agrees, confirming, that there is a positive and significant

relationship between the principal's leadership, the quality of

educational management and teacher performance.

Changanaquí and Huapaya (2017) in their thesis called "Managerial

leadership styles and the quality of educational management from

the teachers' perception of four Public Educational Institutions". The

design is non-experimental, cross-sectional, correlational. A total of

174 teachers participated. The instruments used were the

Multifactorial Leadership Questionnaire and the Survey of opinion

of teachers regarding the quality of educational management. The

results show that there is a significant relationship between the

quality of educational management and managerial leadership styles

(p=0.00). The predominant leadership style is Transformational,

representing 59.77%, and the quality of educational management

reaches 47.7% of acceptability. Corrective/avoidant leadership is

positively related to all dimensions of educational management

quality (p=0.00). Finally, they conclude that teachers consider

Transformational leadership to be the predominant style among

principals. However, they consider that there is a stronger

relationship between corrective/avoidant leadership style and

educational management quality.

Finally, the research by Arana and Coronado (2017) entitled

"Managerial leadership and teacher performance in a parochial

educational institution in the district of San Isidro". The design used

was correlational. The population group was 48 teachers to whom

the managerial leadership questionnaire technique was applied. They

conclude that there is a correlation between managerial leadership

and teacher performance, with transformational leadership being the

predominant style.

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Discussion

This research was carried out on a thorough review of articles that

analyze the scientific production on leadership for the improvement

of learning and educational quality, in the various databases

(materials and methods), it was found that the leadership exercised

by the principal plays an important role in the level of performance

of teachers in educational institutions in terms of motivation,

communication and participation. This has led us to understand that

there is a direct relationship between the categories of analysis. It

can be seen that the leadership exercised by principals in an efficient

and committed manner with their educational institutions tends to be

related to the good performance of teachers, that is, teachers will be

able to develop joint efforts for the achievement of certain goals

(motivation), experiencing improvements in the exchange of

information (communication) as well as intervention in activities

(participation). In general terms, the authors consulted agree that

efficient managerial leadership, together with good teacher

performance, improves learning and educational quality. In this

sense, under the above mentioned and upon analyzing the results, it

is advisable to continue with the review of this type of articles to

increase and improve the leadership of managers, seeking the

development of improvement plans for their educational institution

and active support for the achievement of teacher leadership.

References

Alvarado. (1996). Leadership and educational quality in secondary

educational institutions in the province of Lampa - 2007. Alas

Peruanas University.

Álvarez, R. (2020). The role of the principal in improving

educational quality. Universidad Nacional de

Tumbes.http://repositorio.untumbes.edu.pe/handle/UNITUM

BES/2127

Arana, L. M., & Coronado, J. M. (2017). Managerial Leadership

and Teaching Performance in a parochial educational

institution in the district of San Isidro [Marcelino Champagnat

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