Nivel de práctica en la gestión escolar, cultura organizacional y estilo de liderazgo: implicaciones para la política de administración escolar
DOI:
https://doi.org/10.48017/dj.v10i3.3415Palabras clave:
educación y enseñanza, liderazgo democráticoResumen
La distribución desequilibrada de recursos, junto con la distribución desigual del poder, resulta en resultados educativos desiguales y dificultades para implementar políticas educativas locales de manera efectiva. Se buscó explorar las características del Nivel de Práctica SBM de las escuelas en términos de cultura organizacional, estilos de liderazgo y afecto de los docentes. Además, se realizó un estudio de las respuestas emocionales, la motivación y la satisfacción laboral de los docentes, y el cambio de compromiso entre diferentes etapas de SBM para la mejora de la efectividad escolar. Se utilizó un diseño de investigación descriptivo-correlacional para evaluar los municipios de la División de Leyte a través del cual se seleccionaron aleatoriamente 462 encuestados. Los datos de la investigación se analizaron mediante la aplicación del Instrumento de Evaluación de la Cultura Organizacional (OCAI) y encuestas de compromiso de los empleados mientras se utilizaban los métodos de media aritmética, frecuencia, porcentaje, desviación estándar y prueba de Kruskal-Wallis para el análisis. El estudio mostró que la Adhocracia emergió como la cultura organizacional primaria porque recibió la puntuación media preferida más alta (37,7) en el SBM Nivel 2, mientras que el liderazgo Laissez-faire alcanzó su punto máximo (42,9%) en el SBM Nivel 3. El compromiso del profesorado alcanzó su punto más alto (3,48 Muy Alto) junto con la satisfacción laboral (3,18 Alta) y el compromiso laboral (5,08 Alto) en el SBM Nivel 3, mientras que las variables mostraron diferencias importantes entre los niveles de SBM (p < 0,05). El estudio concluye que, si bien el liderazgo Adhocracia apoya las prácticas innovadoras y la gobernanza activa, la presencia duradera del liderazgo Laissez-faire genera problemas con la rendición de cuentas del liderazgo escolar, la eficacia de la toma de decisiones y los sistemas de orientación organizados. Para mejorar el SBM de manera efectiva, las escuelas deben desarrollar habilidades de liderazgo, mejorar los mecanismos de gobernanza participativa, las estructuras de apoyo al profesorado y establecer culturas organizacionales adecuadas para mantener la rendición de cuentas y la mejora educativa continua.
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