Publication: Los equipos directivos de los centros educativos públicos: composición, funciones y competencias. Un instrumento de evaluación de su desempeño competencial
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2018-10-05
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Universidad Complutense de Madrid
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Abstract
La presente tesis tiene como objeto de estudio los equipos directivos de los centros educativos públicos de España. Un objeto de estudio que, en una primera aproximación, puede definirse como el conjunto de personas que tienen encomendada la gestión ordinaria de la vida de los centros educativos. Sin embargo,para definir a estos equipos, también podríamos usar algunos términos más habituales en la literatura pedagógica actual. Así, en vez de conjunto de personas, podríamos hablar de equipo de trabajo y en vez de gestión ordinaria, podríamos referirnos a liderazgo; y, además, al término liderazgo podríamos añadirle diversos matices: liderazgo democrático, participativo, transformacional…Justo la amplitud del objeto de estudio nos llevó a delimitar la aproximación al mismo fijándonos en tres elementos que lo caracterizaran: su composición, las funciones que tiene encomendadas y las mejores competencias que deben estar presentes en estos equipos para para el buen desarrollo de estas funciones encomendadas.Delimitar, gracias a un trabajo de revisión de la legislación educativa, los componentes del equipo directivo,no nos llevará a poder afirmar si estamos ante un grupo de personas que “trabajan juntas” o ante un verdadero“equipo de trabajo”, pero sí nos ha permitido entender que los miembros del equipo directivo pertenecen al mismo en función de los órganos unipersonales de gobierno que ocupan en la organización del centro...
The purpose of this thesis is the study of the administration teams of public schools in Spain. The object of this study, as a first approximation, can be defined as the set of people who are entrusted with overseeing the daily operation of schools. However, to define these teams, we could also use some more usual terms found in current pedagogical literature. Thus, instead of a set of people, we could also refer to them as work teams and, instead of daily operations, we could refer to leadership; and, in addition, to just the term leadership we could add different nuances: democratic, participatory, transformational leadership... The wideness of the object of study led us to delimit the approach by focusing on three elements that characterize it: its composition, the functions it is entrusted with, and the best competences that must be present in these teams for the proper development of the functions entrusted to them. Delimiting the constituents of the administration team, according to a review of educational legislation, will not lead us to affirm if we are before a group of people who "work together" or before a real "work team." However, this has allowed us to understand that the members of an administration team belong to it in accordance with the position of the single‐member management bodies they occupy in the organization of the school: Principal, Dean of studies, Secretary and/or Dean of Administration. This has also allowed us to realize that administration teams are proportional to the size of the schools in which they work, with larger teams in larger schools and small teams in small schools. It seems a no‐brainer but it is reasonable and we know, thanks to much research, that for a group of people to work well together and as a team, the number of people who compose such team should oscillate somewhere between some minimum and maximum number that go well with the directives from current legislation...
The purpose of this thesis is the study of the administration teams of public schools in Spain. The object of this study, as a first approximation, can be defined as the set of people who are entrusted with overseeing the daily operation of schools. However, to define these teams, we could also use some more usual terms found in current pedagogical literature. Thus, instead of a set of people, we could also refer to them as work teams and, instead of daily operations, we could refer to leadership; and, in addition, to just the term leadership we could add different nuances: democratic, participatory, transformational leadership... The wideness of the object of study led us to delimit the approach by focusing on three elements that characterize it: its composition, the functions it is entrusted with, and the best competences that must be present in these teams for the proper development of the functions entrusted to them. Delimiting the constituents of the administration team, according to a review of educational legislation, will not lead us to affirm if we are before a group of people who "work together" or before a real "work team." However, this has allowed us to understand that the members of an administration team belong to it in accordance with the position of the single‐member management bodies they occupy in the organization of the school: Principal, Dean of studies, Secretary and/or Dean of Administration. This has also allowed us to realize that administration teams are proportional to the size of the schools in which they work, with larger teams in larger schools and small teams in small schools. It seems a no‐brainer but it is reasonable and we know, thanks to much research, that for a group of people to work well together and as a team, the number of people who compose such team should oscillate somewhere between some minimum and maximum number that go well with the directives from current legislation...
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Tesis de la Universidad Complutense de Madrid, Facultad de Educación, leída el 13/07/2017