Funciones directivas como factor asociado a la calidad de los procesos pedagógicos en los politécnicos dominicanos: revisión de la evidencia y protocolo de estudio en el Distrito Educativo 11-02 de Puerto Plata
DOI:
https://doi.org/10.71112/dxsdh855Palavras-chave:
liderazgo pedagógico, funciones directivas, calidad de la enseñanza, educación técnico-profesional, República Dominicana.Resumo
El objetivo de este artículo es examinar la evidencia sobre las funciones directivas asociadas con la calidad de los procesos pedagógicos y proponer un protocolo de investigación para politécnicos del Distrito Educativo 11-02 de Puerto Plata, República Dominicana. Se desarrolla una revisión narrativa crítica de estudios sobre liderazgo para el aprendizaje, dirección pedagógica, colaboración docente y educación técnico-profesional, complementada con documentos institucionales. La síntesis identifica mecanismos plausibles relacionados con metas curriculares, acompañamiento docente, desarrollo profesional, coordinación y recursos para talleres. Se propone un estudio mixto, transversal y exploratorio en dos a cuatro politécnicos, con directores y menos de treinta docentes, mediante cuestionarios, entrevistas y revisión documental. Dado que no se han obtenido permisos ni recolectados datos, no se atribuyen asociaciones observadas al distrito. El aporte consiste en una matriz analítica y un procedimiento replicable para examinar estas relaciones sin inferencias causales indebidas.
Downloads
Referências
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102 DOI: https://doi.org/10.1080/0969595980050102
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report DOI: https://doi.org/10.54300/122.311
DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree Press.
Fullan, M. (2007). The new meaning of educational change (4th ed.). Teachers College Press.
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of Educational Administration, 49(2), 125–142. https://doi.org/10.1108/09578231111116699 DOI: https://doi.org/10.1108/09578231111116699
Hallinger, P., & Heck, R. H. (2010). Leadership for learning: Does collaborative leadership make a difference in school improvement? Educational Management Administration & Leadership, 38(6), 654–678. https://doi.org/10.1177/1741143210379060 DOI: https://doi.org/10.1177/1741143210379060
Hallinger, P., Liu, S., Aung, P. N., & Yan, M. (2025). A systematic review of instructional leadership research conducted with the Principal Instructional Management Rating Scale (PIMRS), 1983–2024. Educational Management Administration & Leadership. Publicación anticipada en línea. https://doi.org/10.1177/17411432251358575 DOI: https://doi.org/10.1177/17411432251358575
Hallinger, P., Liu, S., & Niu, X. (2025). Cultural context, principal instructional leadership, and teacher efficacy: A meta-analytic review, 1989–2024. Educational Management Administration & Leadership. Publicación anticipada en línea. https://doi.org/10.1177/17411432251349810 DOI: https://doi.org/10.1177/17411432251349810
Harris, A. (2014). Distributed leadership matters: Perspectives, practicalities, and potential. Corwin. DOI: https://doi.org/10.4135/9781483332574
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Heck, R. H., & Hallinger, P. (2010). Collaborative leadership effects on school improvement: Integrating unidirectional- and reciprocal-effects models. The Elementary School Journal, 111(2), 226–252. https://doi.org/10.1086/656299 DOI: https://doi.org/10.1086/656299
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077 DOI: https://doi.org/10.1080/13632434.2019.1596077
Lindvall, J., Kirsten, N., Ryve, A., & Gustafsson, J.-E. (2025). A critical review and meta-analysis of studies investigating the effects of the professional development teachers typically receive. Studies in Educational Evaluation, 86, 101482. https://doi.org/10.1016/j.stueduc.2025.101482 DOI: https://doi.org/10.1016/j.stueduc.2025.101482
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
OECD. (2010). Learning for jobs. OECD Publishing. https://doi.org/10.1787/9789264087460-en DOI: https://doi.org/10.1787/9789264087460-en
OECD. (2019). TALIS 2018 results (Volume I): Teachers and school leaders as lifelong learners. OECD Publishing. https://doi.org/10.1787/1d0bc92a-en DOI: https://doi.org/10.1787/1d0bc92a-en
Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509 DOI: https://doi.org/10.1177/0013161X08321509
Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221–258. https://doi.org/10.1007/s10833-006-0001-8 DOI: https://doi.org/10.1007/s10833-006-0001-8
Timperley, H. (2011). Realizing the power of professional learning. Open University Press.
UNESCO. (2015). Recommendation concerning technical and vocational education and training (TVET). https://www.unesco.org/en/legal-affairs/recommendation-concerning-technical-and-vocational-education-and-training-tvet
UNESCO. (2016). Strategy for technical and vocational education and training (TVET) (2016–2021). https://connect.unevoc.unesco.org/home/UNESCO+Publications/lang=en/akt=detail/qs=5986
UNESCO-UNEVOC. (2013). Revisiting global trends in TVET: Reflections on theory and practice. UNESCO-UNEVOC International Centre. https://connect.unevoc.unesco.org/home/UNESCO+Publications/lang=en/akt=detail/qs=5477
Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. https://doi.org/10.1016/j.edurev.2015.04.002 DOI: https://doi.org/10.1016/j.edurev.2015.04.002
Visscher, A. J., Dmoshinskaia, N., Pellegrini, M., & Rey-Naizaque, A. (2025). (When) do teacher professional development interventions improve student achievement? A meta-analysis of 128 high-quality studies. Educational Research Review, 49, 100742. https://doi.org/10.1016/j.edurev.2025.100742 DOI: https://doi.org/10.1016/j.edurev.2025.100742
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511803932
Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
World Bank. (2018). World development report 2018: Learning to realize education’s promise. https://doi.org/10.1596/978-1-4648-1096-1 DOI: https://doi.org/10.1596/978-1-4648-1096-1
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2026 Luis Alberto García Francisco (Autor/a)
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
