Competencias de docentes y docentes directivos en el modelo de la calidad de la gestiĆ³n escolar
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Archivos
Fecha
2014
Profesor/a GuĆa
Facultad/escuela
Idioma
es
TĆtulo de la revista
ISSN de la revista
TĆtulo del volumen
Editor
Universidad AndrƩs Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El presente trabajo de investigaciĆ³n estĆ” estructurado en seis capĆtulos que
incluye una bibliografĆa, donde se presenta una formulaciĆ³n general del
problema exponiĆ©ndose la temĆ”tica referida a las competencias de gestiĆ³n de
los docentes directivos y docentes de aula como materia de la presente
investigaciĆ³n. Las preguntas que abarcan el estudio y los objetivos del mismo,
con sus variables pertinentes definidas en lo conceptual y operacional, dan
cuenta de las competencias de gestiĆ³n percibidas por docentes y directivos.
Se efectĆŗa una revisiĆ³n de estudio de casos tanto nacionales como
internacionales para ser posteriormente contratados empĆricamente con los
resultados del presente estudio. En lo metodolĆ³gico se define el tipo, forma y la
aplicaciĆ³n del instrumento operativo de la investigaciĆ³n, y a quĆ© poblaciĆ³n de
profesionales estĆ” dirigido. Posteriormente se efectĆŗa un anĆ”lisis e
interpretaciĆ³n de los resultados recogidos en los instrumentos aplicados a los
docentes directivos y docentes de aula en cuatro establecimientos de distinta
dependencia de la inter comuna de ConcepciĆ³n y Talcahuano.
Finalmente se realiza una discusiĆ³n de los estudios de otros casos contrastados
con la presente investigaciĆ³n; se incluye una conclusiĆ³n final que suministra
informaciĆ³n relevante sobre las variables y se verifica que las competencias de
los docentes directivos se diferencian de las de los docentes de aula. En lo que
respecta a los docentes de aula, no se perciben diferencias en la percepciĆ³n de
las competencias cuando se contrastan con los directivos, ni con el sexo del
profesional.
This research paper is organized in six chapters including a bibliography. A general trend and formulation is placed to find out if management skills of principals and teachers are the ones expected in nowadays educational fields facing many societies around the world, and that arrived to our country, too. The interrogative trends that cover this study and its variables identified in the conceptual and operational field is focused on teachers and principals to see if the skills are present or not. A case study survey is analyzed, as for foreign and Chilean study reviews. Furthermore, they are empirically compared with this study as it is shown ahead. Moreover, methodologically the research instrument to be applied is defined considering type and structure, and is applied to different principals and teachers population targeted from different schoolĀ“s dependency. Subsequently, analysis and interpretation of the results are done in the instruments applied to principals and classroom teachers in four different local schools under ConcepciĆ³n City Council and Talcahuano City Council dependancies. Finally, a discussion of other case studies contrasted with the present research is conducted with interest, and a final conclusion is placed providing relevant information about the variables, showing up that the power of principalsĀ“management skills differ from those of classroom teachers. Regarding to classroom teachers, no differences in the perception of acquired competence were found when contrasted among professionals having different ages and gender.
This research paper is organized in six chapters including a bibliography. A general trend and formulation is placed to find out if management skills of principals and teachers are the ones expected in nowadays educational fields facing many societies around the world, and that arrived to our country, too. The interrogative trends that cover this study and its variables identified in the conceptual and operational field is focused on teachers and principals to see if the skills are present or not. A case study survey is analyzed, as for foreign and Chilean study reviews. Furthermore, they are empirically compared with this study as it is shown ahead. Moreover, methodologically the research instrument to be applied is defined considering type and structure, and is applied to different principals and teachers population targeted from different schoolĀ“s dependency. Subsequently, analysis and interpretation of the results are done in the instruments applied to principals and classroom teachers in four different local schools under ConcepciĆ³n City Council and Talcahuano City Council dependancies. Finally, a discussion of other case studies contrasted with the present research is conducted with interest, and a final conclusion is placed providing relevant information about the variables, showing up that the power of principalsĀ“management skills differ from those of classroom teachers. Regarding to classroom teachers, no differences in the perception of acquired competence were found when contrasted among professionals having different ages and gender.
Notas
Seminario (MagĆster en DirecciĆ³n y Liderazgo para la GestiĆ³n Educacional)
Palabras clave
Competencias Docentes, Liderazgo Educacional