Publication: Reformas educativas: el caso del liderazgo escolar en perspectiva comparada
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2017-11-24
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Universidad Complutense de Madrid
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Abstract
Esta tesis explora los factores que influyen en la adopción de reformas del liderazgo escolar a través de los países de la OCDE. Su objetivo es responder a la pregunta: ¿es el liderazgo escolar una prioridad de la política y la reforma educativa? El papel de los directores de escuela, tanto de la Enseñanza Primaria como Secundaria, ha evolucionado en los últimos veinte años, dejando de lado la función administrativa en favor del liderazgo dirigido a la mejora de los resultados escolares. Esta tesis entiende por reformas de liderazgo escolar las medidas adoptadas por los Gobiernos dirigidas a profesionalizar su función mediante un marco que las defina y desarrolle como una profesión concreta dentro del sistema educativo y ofrezca una formación específica. El estudio comienza con un análisis que muestra que la investigación en materia de reformas del liderazgo escolar es muy reciente. Si bien hay artículos que han aclarado la contribución significativa de los directores a la mejora educativa (Robinson, Rowe, & Lloyd, 2009; Branch, Hanushek, & Rivkin, 2013), son varios los autores que coinciden en solicitar el estudio más profundo de los procesos de reforma de la dirección para entender el contexto (Bell & Stevenson, 2015; Diem & Young, 2015). Esta tesis pretende completar este espacio de investigación, analizando los factores que han influido en la reforma del liderazgo escolar a través de países de la OCDE. Partiendo de las teorías existentes en materia de políticas públicas y educativas (Bell & Stevenson, 2015; Sabatier & Weible, 2014), la tesis desarrolla un marco teórico para el análisis de las reformas del liderazgo escolar. El marco propone que las reformas del liderazgo escolar están relacionadas con el contexto político y educativo, con políticas complementarias y con la participación de determinados actores clave. Para probar esta hipótesis, se ha empleado la metodología de «métodos mixtos» (mixed methods), y se ha llevado a cabo los siguientes análisis...
This thesis explores the factors that influence the adoption of school leadership policy reform across OECD countries. It aims to respond to the question: is school leadership an education policy reform priority? The role of school leaders (school directors in primary and secondary schools) has evolved in the past 20 years from more administrative towards leadership centred in school outcomes. School leadership reform refers to actions taken by governments towards their professionalization, through actions that define and develop their role as a concrete profession and provide specific training. The thesis begins with a literature review of school leadership reform, which proves to be a multidisciplinary research topic. It organizes the research into four categories: education policy, school improvement, school leadership and comparative policy. The research shares some common findings: the evolution of school leadership responds to more general trends towards decentralisation, autonomy and accountability; there has been a shift on the role of school leaders from administration towards a pedagogical leadership role; and there is a need to invest in school leaders, as they play a key role in reform implementation or in educational improvement. The analysis also shows that research on school leadership reforms is very recent, and while the important contribution of school directors to school improvement has been recognised (Robinson, Rowe, & Lloyd, 2009; Branch, Hanushek, & Rivkin, 2013), a number of authors call on the need to delve further on researching school leadership reform contexts (Bell & Stevenson, 2015; Diem & Young, 2015). This thesis aims to complete this research gap, by analysing the factors that have influenced the adoption of school leadership reform across OECD countries. Building on public policy and education policy theory (Bell & Stevenson, 2015; Sabatier & Weible, 2014), this thesis develops a theoretical framework for analysis of school leadership reforms which proposes that school leadership reforms are related to their political and education context, to complementary policies and to the role of key policy actors. To test this, the thesis uses mixed methods analysis to undertake...
This thesis explores the factors that influence the adoption of school leadership policy reform across OECD countries. It aims to respond to the question: is school leadership an education policy reform priority? The role of school leaders (school directors in primary and secondary schools) has evolved in the past 20 years from more administrative towards leadership centred in school outcomes. School leadership reform refers to actions taken by governments towards their professionalization, through actions that define and develop their role as a concrete profession and provide specific training. The thesis begins with a literature review of school leadership reform, which proves to be a multidisciplinary research topic. It organizes the research into four categories: education policy, school improvement, school leadership and comparative policy. The research shares some common findings: the evolution of school leadership responds to more general trends towards decentralisation, autonomy and accountability; there has been a shift on the role of school leaders from administration towards a pedagogical leadership role; and there is a need to invest in school leaders, as they play a key role in reform implementation or in educational improvement. The analysis also shows that research on school leadership reforms is very recent, and while the important contribution of school directors to school improvement has been recognised (Robinson, Rowe, & Lloyd, 2009; Branch, Hanushek, & Rivkin, 2013), a number of authors call on the need to delve further on researching school leadership reform contexts (Bell & Stevenson, 2015; Diem & Young, 2015). This thesis aims to complete this research gap, by analysing the factors that have influenced the adoption of school leadership reform across OECD countries. Building on public policy and education policy theory (Bell & Stevenson, 2015; Sabatier & Weible, 2014), this thesis develops a theoretical framework for analysis of school leadership reforms which proposes that school leadership reforms are related to their political and education context, to complementary policies and to the role of key policy actors. To test this, the thesis uses mixed methods analysis to undertake...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Ciencias Políticas y Sociología, leída el 21-04-2017