A Case Study of Collaboration and Educational Leadership inside a Technical-Professional High School in Chile: Patterns, Perceptions and Contrasts among Teachers and Directors
DOI:
https://doi.org/10.22235/pe.v17i1.3715Keywords:
technical-professional education, educational leadership, educational collaboration, ChileAbstract
Educational leadership and collaboration are highlighted as fundamental in the literature. However, research on this topic in vocational or technical-professional (TP) education is scarce. This case study examines a series of attributes of the actors in a Chilean school (role, gender, postgraduate possession, years in school), through a quantitative-descriptive analysis of the collaborative network, and the perceptions stated by these actors. The results indicate that, although most of them have not been in the institution for more than 5 years, the school shows a high cohesion and a prominent valuation among colleagues. In terms of leadership, the management team is mostly composed of men, and they are those with a postgraduate degree, being the most prominent actors in the collaborative network. Contrasting their perceptions on educational leadership, the vision of PT teachers is less optimistic about the current situation, although more optimistic about what can be achieved. This shows the relevance of probing the TP educational contexts, since the patterns of collaboration and distribution of leadership would be conditioned by the actions of its actors and their opinion about what is happening and future projections.
Downloads
References
Ahumada, L., Maureira, Ó., & Castro, S. (2019). Fortalecer el liderazgo distribuido en escuelas y liceos mediante indagación colaborativa. Profesorado. Revista de Currículum y Formación de Profesorado, 23(2), 211-230. https://doi.org/10.30827/profesorado.v23i2.9252
Aparicio-Molina, C., & Sepúlveda-López, F. (2018). Análisis del modelo de Comunidades Profesionales de Aprendizaje a partir de la indagación en experiencias de colaboración entre profesores. Estudios Pedagógicos (Valdivia), 44(3), 55-73. https://doi.org/10.4067/S0718-07052018000300055
Arroyo, D., & Bush, T. (2023). Women’s leadership in education: A perspective from Chilean school leaders. Management in Education, 37(2), 63-73. https://doi.org/10.1177/08920206211019402
Bailey, J., Flores, M., & González, P. (2016). Aprendizaje docente y reestructuración de sus creencias en los procesos de desarrollo profesional y gestión escolar. Revista Actualidades Investigativas en Educación, 16(3), 1-25. https://doi.org/10.15517/aie.v16i3.25956
Balkundi, P., & Harrison, D. A. (2006). Ties, leaders, and time in teams: Strong inference about network structure’s effects on team viability and performance. Academy of Management Journal, 49(1), 49-68. https://doi.org/10.5465/amj.2006.20785500
Bellei, C., Contreras, M., Valenzuela, J., & Vanni, X. (2020). El liceo en tiempos turbulentos ¿Cómo ha cambiado la educación media chilena?. LOM Ediciones.
Bellei, C., Valenzuela, J., Vanni, X., & Contreras, D. (2014). Lo aprendí en la escuela. ¿Cómo se logran procesos de mejoramiento escolar?. LOM Ediciones.
Biblioteca Nacional Digital. (s.f.). De la escuela de Artes y Oficios a la Universidad de Santiago. La Educación Técnica en Chile. Memoria Chilena. http://www.memoriachilena.gob.cl/602/w3-article-682.html#presentacion
Chinen, M., De Hoop, T., Alcázar, L., Balarin, M., & Sennett, J. (2017). Vocational and business training to improve women's labour market outcomes in low‐and middle‐income countries: A systematic review. Campbell Systematic Reviews, 13(1), 1-195. https://doi.org/10.4073/csr.2017.16
Dahlgren, M. A., & Chiriac, E. H. (2009). Learning for professional life: Student teachers' and graduated teachers' views of learning, responsibility and collaboration. Teaching and Teacher Education, 25(8), 991-999. https://doi.org/10.1016/j.tate.2009.03.019
Garbanzo-Vargas, G. M. (2016). Desarrollo organizacional y los procesos de cambio en las instituciones educativas, un reto de la gestión de la educación. Revista Educación, 40(1), 67-87. https://doi.org/10.15517/revedu.v40i1.22534
Heck, R. H., & Hallinger, P. (2009). Assessing the Contribution of Distributed Leadership to School Improvement and Growth in Math Achievement. American Educational Research Journal, 46(3), 659–689. https://doi.org/10.3102/0002831209340042
Hegna, K. (2017). Conflicts, competition and social support in female-dominated vocational education - breaking or reaffirming stereotypical femininity? Journal of Vocational Education & Training, 69(2), 196–213. https://doi.org/10.1080/13636820.2017.1303783
López, P., & Gallegos, V. (2014). Prácticas de liderazgo y el rol mediador de la eficacia colectiva en la satisfacción laboral de los docentes. Estudios Pedagógicos (Valdivia), 40(1), 163-178. https://doi.org/10.4067/S0718-7052014000100010
Martínez, M. M., Molina-López, M. M., & de Cabo, R. M. (2021). Explaining the gender gap in school principalship: A tale of two sides. Educational Management Administration & Leadership, 49(6), 863-882. https://doi.org/10.1177/1741143220918258
Maureira, Ó., & Montecinos, C. (2023). Aportes de los departamentos en la mejora escolar según perspectivas de directivos chilenos. Revista Colombiana de Educación, (88), 396-423. https://doi.org/10.17227/rce.num88-13253
Mellado, M. E., Chaucano, J. C, Hueche, M. C., & Aravena, O. A. (2017). Percepciones sobre la educación inclusiva del profesorado de una escuela con Programa de Integración Escolar. Revista Educación, 41(1), 1-14. https://doi.org/10.15517/revedu.v41i1.21597
Merriam, S. B. (1988). Case study research in education: A qualitative approach. Jossey-Bass.
Ministerio de Educación. (2020). Estrategia Nacional de la Formación Técnico Profesional. https://educacionsuperior.mineduc.cl/wp-content/uploads/sites/49/2020/12/Estrategia-FTP.pdf
Moolenaar, N. M. (2012). A social network perspective on teacher collaboration in schools: Theory, methodology, and applications. American Journal of Education, 119(1), 7-39. https://doi.org/10.1086/667715
Mora-Ruano, J., Gebhardt, M., & Wittmann, E. (2018). Teacher collaboration in German schools: do gender and school type influence the frequency of collaboration among teachers? Frontiers in Education, 3, 55. https://doi.org/10.3389/feduc.2018.00055
Ortega, L., Manaut, C., Palacios, D., & Martínez, M. V. (2023). Patrones y Predictores de Colaboración Docente: Un Estudio Mixto en Escuelas Chilenas. REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 21(1), 65-86. https://doi.org/10.15366/reice2023.21.1.004
Parra, R., & Ruiz, C. (2020). Transferencia de la formación en competencias de liderazgo escolar en una universidad chilena. Revista Educación, 44(2), 138-153. https://doi.org/10.15517/revedu.v44i2.38945
Queupil J. P., Cuéllar C., Cuenca, C., Ravest, J., & Guíñez, C. (2021). Roles de liderazgo y colaboración para la mejora escolar: un estudio de caso a través del análisis de redes sociales. Revista Calidad en la Educación, (54), 107-142. https://doi.org/10.31619/caledu.n54.952
Queupil, J. P., & Cuenca, C. (2022). La colaboración educativa antes y durante la pandemia: análisis de redes sociales en escuelas chilenas. Apuntes. Revista de Ciencias Sociales, 49(92), 125-149. https://doi.org/10.21678/apuntes.92.1732
Queupil, J. P., & Montecinos C. (2020). El Liderazgo Distribuido para la Mejora Educativa: Análisis de Redes Sociales en Departamentos de Escuelas Secundarias Chilenas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(2), 97-114. https://doi.org/10.15366/reice2020.18.2.005
Scott, J. (2000). Social network analysis: A handbook. Sage.
Sepúlveda, C., & Murillo, F. J. (2012). El origen de los procesos de mejora de la escuela. Un estudio cualitativo en 5 escuelas chilenas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 10(3), 6-24. https://www.redalyc.org/pdf/551/55124665002.pdf
Sepúlveda, L. (2017). La educación técnico-profesional en América Latina: retos y oportunidades para la igualdad de género (Serie Igualdad de Género n.º 144). Comisión Económica para América Latina y el Caribe. https://repositorio.cepal.org/handle/11362/41046
Sepúlveda, L., & Valdebenito, M. J. (2019). Gestión directiva en establecimientos de educación media técnico profesional: desafíos para el liderazgo. Revista Calidad en la Educación, (51), 192-224. http://dx.doi.org/10.31619/caledu.n51.666
Sevilla, M. P. (2021). La educación técnico-profesional y su potencial para mejorar la trayectoria educativa y laboral de las mujeres en las áreas de ciencia, tecnología, ingeniería y matemáticas: una revisión regional (Serie Asuntos de Género n.° 160). Comisión Económica para América Latina y el Caribe. https://hdl.handle.net/11362/47563
Sevilla, M. P., Sepúlveda, L., & Valdebenito, M. J. (2019). Producción de diferencias de género en la educación media técnico profesional. Pensamiento Educativo, Revista de Investigación Latinoamericana (PEL), 56(1), 1-17. https://doi.org/10.7764/PEL.56.1.2019.4
Smith, M., Ceni, A., Milic-Frayling, N., Shneiderman, B., Mendes Rodrigues, E., Leskovec, J., & Dunne, C. (2010). NodeXL: A free and open network overview, discovery and exploration add-in for Excel 2007/2010. http://nodexl.codeplex.com/
Smith, P. S., Trygstad, P. J., & Hayes, M. L. (2018). Social network analysis: A simple but powerful tool for identifying teacher leaders. International Journal of Leadership in Education, 21(1), 95-103. https://doi.org/10.1080/13603124.2016.1195016
Spillane, J. P. (2012). Distributed Leadership. Jossey-Bass.
Spillane, J., Hopkins, M., & Sweet, T. (2015). Intra- and interschool interactions about instruction: Exploring the conditions for social capital development. American Journal of Education, 122(1), 71-110. https://doi.org/10.1086/683292
Tichenor, M., & Tichenor, J. (2019). Collaboration in the Elementary School: What Do Teachers Think?. Journal of Curriculum and Teaching, 8(2), 54-61. https://doi.org/10.5430/jct.v8n2p54
Vaughan, M., & Burnaford, G. (2016). Action research in graduate teacher education: A review of the literature 2000–2015. Educational Action Research, 24(2), 280-299. https://doi.org/10.1080/09650792.2015.1062408
Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications. Cambridge University Press.
Weinstein, J., Sembler, M., Weinstein, M., Marfán, J., Valenzuela, P., & Muñoz, G. (2023). A female advantage? Gender and educational leadership practices in urban primary schools in Chile. Educational Management, Administration & Leadership, 51(5), 1105–1122. https://doi.org/10.1177/17411432211019407
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Páginas de Educación
This work is licensed under a Creative Commons Attribution 4.0 International License.
- The authors will retain their copyrights and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons Recognition License that allows third parties to share the work provided that its author is indicated and Your first publication in this journal.
- Authors may adopt other non-exclusive license agreements for the distribution of the version of the published work provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet after the publication process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
