Aprender a liderar el cambio en organizaciones escolares en Chile
Publicado
mar 26, 2019
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Luis Andrés Ahumada-Figueroa
https://orcid.org/0000-0001-5354-9302
Carmen Lucía Montecinos-Sanhueza
https://orcid.org/0000-0001-8382-1848
María Verónica Leiva-Guerrero
http://orcid.org/0000-0002-7641-0087
Fabián Andrés Campos-Vergara
http://orcid.org/0000-0003-3189-4636
https://orcid.org/0000-0001-5354-9302
Carmen Lucía Montecinos-Sanhueza
https://orcid.org/0000-0001-8382-1848
María Verónica Leiva-Guerrero
http://orcid.org/0000-0002-7641-0087
Fabián Andrés Campos-Vergara
http://orcid.org/0000-0003-3189-4636
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Resumen
En este artículo se analizan los incidentes críticos que experimentan 13 directivos noveles de centros escolares públicos de Chile. Cada incidente se reescribió con la técnica del análisis de narrativa. Los resultados dan cuenta de las dimensiones organizacionales involucradas en los incidentes y los aprendizajes derivados de las formas de gestionar el conflicto. Se concluye que los incidentes críticos representan una oportunidad para iniciar un cambio no planificado, cuyo alcance se relaciona con las estrategias de gestión del conflicto.
Keywords
Organizational change, school principal, leadership, labor conflictCambio organizacional, director de colegio, liderazgo, conflicto laboral
References
Ahumada-Figueroa, L. (2001). Teoría y cambio en las organizaciones: un acercamiento desde los modelos de aprendizaje organizacional. Chile: Ediciones Universitarias de Valparaíso. Disponible en: http://www.euv.cl/archivos_pdf/teoria_cambios.pdf
Al-Haddad, S. & Kotnour, T. (2015). Integrating the Organizational Change Literature: A Model for Successful Change. Journal of Organizational Change Management, 28 (2), 234-262. doi: 10.1108/JOCM-11-2013- 0215. Disponible en: http://www.cin.ufpe.br/~llfj/Emerald/Integrating%20the%20organizational%20change%20literature%20-%20 a%20model%20for%20successful%20change.pdf
Anderson, S. (2010). Liderazgo directivo: claves para una mejor escuela. Psicoperspectivas, 9 (2), 34-52. Disponible en: http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/127/141
Argyris, C. & Schön, D. (1978). Organizational Learning: A Theory of Action Perspective. Reading, Massachusetts: Addison Wesley.
Bellibas, M. S. & Liu, Y. (2017). Multilevel Analysis of the Relationship between Principals’ Perceived Practices of Instructional Leadership and Teachers’ Self-Efficacy Perceptions. Journal of Educational Administration, 55 (1), 49-69. doi: 10.1108/JEA-12-2015-0116
Belschak-Jacobs, G.; Witteloostuijn, A. Van & Christe-Zeyse, J. (2013). A Theoretical Framework of Organizational Change. Journal of Organi- zational Change Management, 26 (5), 772-792. doi: 10.1108/JOCM-09-2012-0137. Disponible en: https://repub.eur.nl/pub/76509/
Bogotch, I. E. (2011). The State of the Art: Leadership Training and Development: US Perspectives: Above and Beyond Recorded History. School Leadership & Management, 31 (2), 123-138. doi: 10.1080/13632434.2011.560662
Bolívar, A. (2010). El liderazgo educativo y su papel en la mejora: una revisión actual de sus posibilidades y limitaciones. Psicoperspectivas, 9 (2), 9-33. doi: 10.5027/psicoperspectivas-Vol9-Issue2-fulltext-112. Disponible en: http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/112/140
Boylan, M. (2016). Deepening System Leadership Teachers Leading from below. Educational Management Administration & Leadership, 44 (1), 57-72. doi: 10.1177/1741143213501314
Bush, T. (2009). Leadership Development and School Improvement: Contemporary Issues in Leadership Development. Educational Review, 61 (4), 375-389. https://doi.org/10.1080/00131910903403956
Bush, T. & Oduro, G. K. (2006). New Principals in Africa: Preparation, Induction and Practice. Journal of Educational Administration, 44 (4), 359-375. https://www.emeraldinsight.com/doi/abs/10.1108/09578230610676587
Daiute, C. (2014). Narrative Inquiry: A Dynamic Approach. New York: Cambridge University Press.
Denzin, N. (2001). The Reflexive Interview and a Performative Social Science. Qualitative Research, 1 (1), 23-46. doi: 10.1177/146879410100 100102. Disponible en: https://www.nyu.edu/classes/bkg/methods/denzin.pdf
Dinham, S.; Anderson, M.; Caldwell, B. & Weldon, P. (2011). Breakthroughs in School Leadership Development in Australia. School Leadership & Management, 31 (2), 139-154. doi: 10.1080/13632434.2011.560602
Donaldson, G. A. (2006). Cultivating Leadership in Schools. New York: Teachers College Press.
Fromm-Rihm, G.; Olbrich-Guzmán, I. & Volante-Beach, P. (2015). Fidelidad de la implementación de prácticas de liderazgo instruccional. magis, Revista Internacional de Investigación en Educación, 7 (15), 117-134. doi:10.11144/Javeriana.M7-15.FIPL. Disponible en: http://revistas.javeriana.edu.co/index.php/MAGIS/article/view/12293/pdf
Galdames, S.; Montecinos, C.; Campos, F.; Ahumada, L. & Leiva, V. (2018). Novice Principals in Chile Mobilizing Change for the First Time. Challenges and Opportunities Associated with a School’s Readiness for Change. Educational Management Administration & Leadership, 46 (2), 318-338. doi.org/10.1177/1741143217707520
García-Garduño, J. M.; Slater, C. L. & López-Gorosave, G. (2011). Beginning Elementary Principals around the World. Management in Education, 25 (3), 100-105. https://doi.org/10.1177/0892020611403806
Gill, R. (2002). Change Management — or Change Leadership? Journal of Change Management, 3 (4), 307-318. doi: 10.1080/714023845
Hallinger, P.; Dongyu, L. & Wang, W. C. (2016). Gender Differences in Instructional Leadership: A Meta-Analytic Review of Studies Using the Principal Instructional Management Rating Scale. Educational Administration Quarterly, 52 (4), 567-601. doi: 10.1177/0013161X16638430
Lee, L. C. (2015). School Performance Trajectories and the Challenges for Principal Succession. Journal of Educational Administration, 53 (2), 262-286. doi: 10.1108/JEA-12-2012-0139
Leithwood, K.; Day, C.; Sammons, P.; Harris, A. & Hopkins, D. (2006). Successful School Leadership. What it is and How it Influences Pupil Learning. London: Department for Education and Skills, DfES. Disponible en: http://www.nysed.gov/common/nysed/files/principal-project-file-55-successful-school-leadership-what-it-is-and-how-it-influences-pupil-learning.pdf
Lenarduzzi, G. P. (2015). Critical Incident Effects on Principals: Using School Closure as the Context. Educational Management Administration and Leadership, 43 (2), 253-268. https://doi.org/10.1177/1741143213513190
López, P.; Osorio, F.; Gallegos, V. & Cáceres, M. D. (2016). Liderazgo escolar y eficacia colectiva en escuelas públicas de Bogotá. magis, Revista Internacional de Investigación en Educación, 9 (18), 67-84. http://dx.doi.org/10.11144/Javeriana.m9-18.leec. Disponible en: http://revistas.javeriana.edu.co/index.php/MAGIS/article/view/18063/pdf_1.
Monereo, C. & Monte-Aneas, M. (2011). Docentes en tránsito. Incidentes críticos en secundaria. Barcelona: Graó.
Moos, L. (2011). Educating Danish School Leaders to Meet New Expectations? School Leadership & Management, 31 (2), 155-164. doi: 10.1080/13632434.2011.560600
Murillo, F. J. (2011). Mejora de la eficacia escolar en Iberoamérica. Revista Iberoamericana de Educación, 55, 49-83. Disponible en: https://rieoei.org/historico/documentos/rie55a02.pdf
Nail-Kröyer, Ó. (2013). Análisis de incidentes críticos de aula: una herramienta para el mejoramiento de la convivencia. Santiago: RIL Editores.
Nail-Kröyer, Ó.; Gajardo-Aguayo, J. & Muñoz-Reyes, M. (2012). La técnica de análisis de incidentes críticos: una herramienta para la reflexión sobre prácticas docentes en convivencia escolar. Psicoperspectivas, 11 (2), 56-76. Disponible en: http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/viewFile/204/211
Núñez, I.; Weinstein, J. & Muñoz, G. (2010). ¿Posición olvidada? Una mirada desde la normativa a la historia de la dirección escolar en Chile. Psicoperspectivas, 9 (2), 53-81. DOI:10.5027/PSICOPERSPECTIVAS-VOL9-ISSUE2-FULLTEXT-117
Oplatka, I. (2012). Towards a Conceptualization of the Early Career Stage of Principalship: Current Research, Idiosyncrasies and Future Directions. International Journal of Leadership in Education, 15 (2), 129-151. doi: 10.1080/13603124.2011.640943
Parkay, F. W.; Currie G. D. & Rhodes J. W. (1992). Professional Socialization: A Longitudinal Study of First-Time High School Principals. Educational Administration Quarterly, 28 (1), 43-75.
Rahim, M. A. (2002). Toward a Theory of Managing Organizational Conflict. The International Journal of Conflict Management, 13 (3), 206- 235. Disponible en: http://www.dphu.org/uploads/attachements/books/books_5629_0.pdf
Romero, J.; Matamoros, S. & Campo, C. A. (2013). Sobre el cambio organizacional. Una revisión bibliográfica. Innovar, 23 (50), 35-52. Disponible en: https://www.redalyc.org/pdf/818/81828692004.pdf
Simon, C. A. (2015). Are Two Heads Better Than One? System School Leadership Explained and Critiqued. School Leadership & Management, 35 (5), 544-558. doi: 10.1080/13632434.2015.1107035
Spillane, J. P. & Lee, L. C. (2014). Novice School Principals’ Sense of Ultimate Responsibility: Problems of Practice in Transitioning to the Principal’s Office. Educational Administration Quarterly, 50 (3), 431-446.
Stake, R. E. (2005). Multiple Case Study Analysis. New York: Guilford Press. Sullivan, T. (2013). School-Site Strategy for Distributing Leadership. Leadership and Policy in Schools, 12 (3), 181-199. doi: 10.1080/15700763.2013.834061
Townsend, T. (2011). Changing Times: New Issues for School Leaders. School Leadership & Management, 31 (2), 91-92.
Tripp, D. (2012). Critical Incidents in Teaching: Developing Professional Judgement. New York: Routledge.
Weinstein, J.; Cuéllar, C.; Hernández, M. & Fernández, M. (2016). Director(a) por primera vez. Un estudio sobre la experiencia y socialización de los directores noveles en establecimientos municipales de Chile. Calidad en la Educación, 44, 12-45. Disponible en: https://scielo.conicyt.cl/pdf/caledu/n44/art02.pdf
Weisbord, M. R. (1976). Organizational Diagnosis: Six Places to Look for Trouble With or Without a Theory. Group & Organization Studies, 1 (4), 430-447. https://doi.org/10.1177/105960117600100405
Yamamoto, J. K.; Gardiner, M. E. & Tenuto, P. L. (2014). Emotion in Leadership: Secondary School Administrators’ Perceptions of Critical Incidents. Educational Management Administration and Leadership, 42 (2), 165-183. Disponible en: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.855.8979&rep=rep1&type=pdf
Al-Haddad, S. & Kotnour, T. (2015). Integrating the Organizational Change Literature: A Model for Successful Change. Journal of Organizational Change Management, 28 (2), 234-262. doi: 10.1108/JOCM-11-2013- 0215. Disponible en: http://www.cin.ufpe.br/~llfj/Emerald/Integrating%20the%20organizational%20change%20literature%20-%20 a%20model%20for%20successful%20change.pdf
Anderson, S. (2010). Liderazgo directivo: claves para una mejor escuela. Psicoperspectivas, 9 (2), 34-52. Disponible en: http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/127/141
Argyris, C. & Schön, D. (1978). Organizational Learning: A Theory of Action Perspective. Reading, Massachusetts: Addison Wesley.
Bellibas, M. S. & Liu, Y. (2017). Multilevel Analysis of the Relationship between Principals’ Perceived Practices of Instructional Leadership and Teachers’ Self-Efficacy Perceptions. Journal of Educational Administration, 55 (1), 49-69. doi: 10.1108/JEA-12-2015-0116
Belschak-Jacobs, G.; Witteloostuijn, A. Van & Christe-Zeyse, J. (2013). A Theoretical Framework of Organizational Change. Journal of Organi- zational Change Management, 26 (5), 772-792. doi: 10.1108/JOCM-09-2012-0137. Disponible en: https://repub.eur.nl/pub/76509/
Bogotch, I. E. (2011). The State of the Art: Leadership Training and Development: US Perspectives: Above and Beyond Recorded History. School Leadership & Management, 31 (2), 123-138. doi: 10.1080/13632434.2011.560662
Bolívar, A. (2010). El liderazgo educativo y su papel en la mejora: una revisión actual de sus posibilidades y limitaciones. Psicoperspectivas, 9 (2), 9-33. doi: 10.5027/psicoperspectivas-Vol9-Issue2-fulltext-112. Disponible en: http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/view/112/140
Boylan, M. (2016). Deepening System Leadership Teachers Leading from below. Educational Management Administration & Leadership, 44 (1), 57-72. doi: 10.1177/1741143213501314
Bush, T. (2009). Leadership Development and School Improvement: Contemporary Issues in Leadership Development. Educational Review, 61 (4), 375-389. https://doi.org/10.1080/00131910903403956
Bush, T. & Oduro, G. K. (2006). New Principals in Africa: Preparation, Induction and Practice. Journal of Educational Administration, 44 (4), 359-375. https://www.emeraldinsight.com/doi/abs/10.1108/09578230610676587
Daiute, C. (2014). Narrative Inquiry: A Dynamic Approach. New York: Cambridge University Press.
Denzin, N. (2001). The Reflexive Interview and a Performative Social Science. Qualitative Research, 1 (1), 23-46. doi: 10.1177/146879410100 100102. Disponible en: https://www.nyu.edu/classes/bkg/methods/denzin.pdf
Dinham, S.; Anderson, M.; Caldwell, B. & Weldon, P. (2011). Breakthroughs in School Leadership Development in Australia. School Leadership & Management, 31 (2), 139-154. doi: 10.1080/13632434.2011.560602
Donaldson, G. A. (2006). Cultivating Leadership in Schools. New York: Teachers College Press.
Fromm-Rihm, G.; Olbrich-Guzmán, I. & Volante-Beach, P. (2015). Fidelidad de la implementación de prácticas de liderazgo instruccional. magis, Revista Internacional de Investigación en Educación, 7 (15), 117-134. doi:10.11144/Javeriana.M7-15.FIPL. Disponible en: http://revistas.javeriana.edu.co/index.php/MAGIS/article/view/12293/pdf
Galdames, S.; Montecinos, C.; Campos, F.; Ahumada, L. & Leiva, V. (2018). Novice Principals in Chile Mobilizing Change for the First Time. Challenges and Opportunities Associated with a School’s Readiness for Change. Educational Management Administration & Leadership, 46 (2), 318-338. doi.org/10.1177/1741143217707520
García-Garduño, J. M.; Slater, C. L. & López-Gorosave, G. (2011). Beginning Elementary Principals around the World. Management in Education, 25 (3), 100-105. https://doi.org/10.1177/0892020611403806
Gill, R. (2002). Change Management — or Change Leadership? Journal of Change Management, 3 (4), 307-318. doi: 10.1080/714023845
Hallinger, P.; Dongyu, L. & Wang, W. C. (2016). Gender Differences in Instructional Leadership: A Meta-Analytic Review of Studies Using the Principal Instructional Management Rating Scale. Educational Administration Quarterly, 52 (4), 567-601. doi: 10.1177/0013161X16638430
Lee, L. C. (2015). School Performance Trajectories and the Challenges for Principal Succession. Journal of Educational Administration, 53 (2), 262-286. doi: 10.1108/JEA-12-2012-0139
Leithwood, K.; Day, C.; Sammons, P.; Harris, A. & Hopkins, D. (2006). Successful School Leadership. What it is and How it Influences Pupil Learning. London: Department for Education and Skills, DfES. Disponible en: http://www.nysed.gov/common/nysed/files/principal-project-file-55-successful-school-leadership-what-it-is-and-how-it-influences-pupil-learning.pdf
Lenarduzzi, G. P. (2015). Critical Incident Effects on Principals: Using School Closure as the Context. Educational Management Administration and Leadership, 43 (2), 253-268. https://doi.org/10.1177/1741143213513190
López, P.; Osorio, F.; Gallegos, V. & Cáceres, M. D. (2016). Liderazgo escolar y eficacia colectiva en escuelas públicas de Bogotá. magis, Revista Internacional de Investigación en Educación, 9 (18), 67-84. http://dx.doi.org/10.11144/Javeriana.m9-18.leec. Disponible en: http://revistas.javeriana.edu.co/index.php/MAGIS/article/view/18063/pdf_1.
Monereo, C. & Monte-Aneas, M. (2011). Docentes en tránsito. Incidentes críticos en secundaria. Barcelona: Graó.
Moos, L. (2011). Educating Danish School Leaders to Meet New Expectations? School Leadership & Management, 31 (2), 155-164. doi: 10.1080/13632434.2011.560600
Murillo, F. J. (2011). Mejora de la eficacia escolar en Iberoamérica. Revista Iberoamericana de Educación, 55, 49-83. Disponible en: https://rieoei.org/historico/documentos/rie55a02.pdf
Nail-Kröyer, Ó. (2013). Análisis de incidentes críticos de aula: una herramienta para el mejoramiento de la convivencia. Santiago: RIL Editores.
Nail-Kröyer, Ó.; Gajardo-Aguayo, J. & Muñoz-Reyes, M. (2012). La técnica de análisis de incidentes críticos: una herramienta para la reflexión sobre prácticas docentes en convivencia escolar. Psicoperspectivas, 11 (2), 56-76. Disponible en: http://www.psicoperspectivas.cl/index.php/psicoperspectivas/article/viewFile/204/211
Núñez, I.; Weinstein, J. & Muñoz, G. (2010). ¿Posición olvidada? Una mirada desde la normativa a la historia de la dirección escolar en Chile. Psicoperspectivas, 9 (2), 53-81. DOI:10.5027/PSICOPERSPECTIVAS-VOL9-ISSUE2-FULLTEXT-117
Oplatka, I. (2012). Towards a Conceptualization of the Early Career Stage of Principalship: Current Research, Idiosyncrasies and Future Directions. International Journal of Leadership in Education, 15 (2), 129-151. doi: 10.1080/13603124.2011.640943
Parkay, F. W.; Currie G. D. & Rhodes J. W. (1992). Professional Socialization: A Longitudinal Study of First-Time High School Principals. Educational Administration Quarterly, 28 (1), 43-75.
Rahim, M. A. (2002). Toward a Theory of Managing Organizational Conflict. The International Journal of Conflict Management, 13 (3), 206- 235. Disponible en: http://www.dphu.org/uploads/attachements/books/books_5629_0.pdf
Romero, J.; Matamoros, S. & Campo, C. A. (2013). Sobre el cambio organizacional. Una revisión bibliográfica. Innovar, 23 (50), 35-52. Disponible en: https://www.redalyc.org/pdf/818/81828692004.pdf
Simon, C. A. (2015). Are Two Heads Better Than One? System School Leadership Explained and Critiqued. School Leadership & Management, 35 (5), 544-558. doi: 10.1080/13632434.2015.1107035
Spillane, J. P. & Lee, L. C. (2014). Novice School Principals’ Sense of Ultimate Responsibility: Problems of Practice in Transitioning to the Principal’s Office. Educational Administration Quarterly, 50 (3), 431-446.
Stake, R. E. (2005). Multiple Case Study Analysis. New York: Guilford Press. Sullivan, T. (2013). School-Site Strategy for Distributing Leadership. Leadership and Policy in Schools, 12 (3), 181-199. doi: 10.1080/15700763.2013.834061
Townsend, T. (2011). Changing Times: New Issues for School Leaders. School Leadership & Management, 31 (2), 91-92.
Tripp, D. (2012). Critical Incidents in Teaching: Developing Professional Judgement. New York: Routledge.
Weinstein, J.; Cuéllar, C.; Hernández, M. & Fernández, M. (2016). Director(a) por primera vez. Un estudio sobre la experiencia y socialización de los directores noveles en establecimientos municipales de Chile. Calidad en la Educación, 44, 12-45. Disponible en: https://scielo.conicyt.cl/pdf/caledu/n44/art02.pdf
Weisbord, M. R. (1976). Organizational Diagnosis: Six Places to Look for Trouble With or Without a Theory. Group & Organization Studies, 1 (4), 430-447. https://doi.org/10.1177/105960117600100405
Yamamoto, J. K.; Gardiner, M. E. & Tenuto, P. L. (2014). Emotion in Leadership: Secondary School Administrators’ Perceptions of Critical Incidents. Educational Management Administration and Leadership, 42 (2), 165-183. Disponible en: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.855.8979&rep=rep1&type=pdf
Cómo citar
Ahumada-Figueroa, L. A., Montecinos-Sanhueza, C. L., Leiva-Guerrero, M. V., & Campos-Vergara, F. A. (2019). Aprender a liderar el cambio en organizaciones escolares en Chile. Magis, Revista Internacional De Investigación En Educación, 12(24), 53–70. https://doi.org/10.11144/Javeriana.m12-24.alco
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