Educational leadership and teacher digital competencies

Abstract

The present research focused on the topic of leadership and digital teaching competencies, as the current educational environment demands changes and innovation. Traditional education still persists in some schools in the country, with teachers having minimal knowledge of technology management in pedagogy. Therefore, the purpose of this work was to identify educational leadership, pedagogical, and technological models to develop digital competencies in teachers. The methodology had three moments: the first was to examine the transformational model of educational leadership through literature review. The second moment analyzed the TPACK pedagogical model, identifying how the combination of pedagogy, technology, and content can enhance teachers' educational practices. Finally, a proposal was made based on the design of a guide oriented to the TPACK model, explaining pedagogical and technological resources, tools, and programs for participants to develop the digital competencies demanded by current society and education. The results provide detailed explanations of the training and evaluation phases that teachers will undergo at the end of the school year. These phases cover pedagogical, curricular, and digital competencies such as digital literacy, communication, content creation, security, problem-solving, as well as knowledge of technological tools such as Genially, Canva, Google Scholar, Microsoft Office, among others, making educational settings active environments for learning.