School leadership functions as a factor associated with pedagogical process quality in Dominican technical secondary schools: Evidence review and study protocol for Puerto Plata District 11-02
DOI:
https://doi.org/10.71112/dxsdh855Keywords:
Instructional leadership, school management, teaching quality, technical and vocational education, Dominican RepublicAbstract
This article examines evidence on school leadership functions associated with pedagogical process quality and proposes a research protocol for technical secondary schools in Puerto Plata School District 11-02, Dominican Republic. A critical narrative review addresses leadership for learning, instructional leadership, teacher collaboration, and technical and vocational education, supplemented by institutional documents. The synthesis identifies plausible mechanisms involving curricular goals, teacher support, professional learning, coordination, and workshop resources. A mixed-methods, cross-sectional exploratory study is proposed in two to four schools, involving principals and fewer than thirty teachers, using questionnaires, interviews, and document review. Since institutional access has not been secured and no primary data have been collected, no observed local associations are claimed. The contribution is an analytical framework and replicable procedure for examining these relationships without unwarranted causal inference.
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