RESUMEN La investigación sobre los estilos de liderazgo es amplia y su aplicación se ha analizado en diversos contextos. La motivación estudiantil depende de múltiples factores internos y externos. Este estudio examina la relación entre estilos de liderazgo docente y la motivación en estudiantes universitarios de Ecuador y Perú. La investigación es de carácter cuantitativa y utilizó una muestra de 548 estudiantes universitarios. La muestra fue no probabilística por conveniencia. A través de un análisis factorial, se identificaron tres estilos de liderazgo: transaccional, transformacional y laissez-faire; y cuatro tipos de motivación: extrínseca, intrínseca hacia experiencias, intrínseca hacia el conocimiento y amotivación. El liderazgo transformacional está asociado con la motivación intrínseca y extrínseca de los estudiantes, mientras que el liderazgo laissez-faire se correlaciona con la amotivación. Se concluye que la correlación entre liderazgo docente y motivación estudiantil es consistente en ambos países, aunque se muestra más fuerte para Perú. Los resultados de esta investigación muestran que los estilos de liderazgo se asocian a tipos de motivación estudiantil. Futuras investigaciones deben orientarse a la identificación de relaciones de causalidad de estas variables.

ABSTRACT Research on leadership styles is extensive, and their application has been analyzed in various contexts. Student motivation depends on multiple internal and external factors. This study examines the relationship between teaching leadership styles and motivation in university students from Ecuador and Peru. The research is quantitative in nature and utilized a sample of 548 university students. The sample was non-probabilistic and selected for convenience. Through factor analysis, three leadership styles were identified: transactional, transformational, and laissez-faire; along with four types of motivation: extrinsic, intrinsic towards experiences, intrinsic towards knowledge, and amotivation. Transformational leadership is associated with both intrinsic and extrinsic student motivation, whereas laissez-faire leadership correlates with amotivation. It is concluded that the correlation between teaching leadership and student motivation is consistent in both countries, though stronger for Peru. The results of this research indicate that leadership styles are associated with types of student motivation. Future research should focus on identifying causal relationships between these variables.

Instructional leadership practices in terms of defining the school mission, managing instructional programmes, and developing a positive school learning climate are significantly and positively associated with teachers' effectiveness. Such practices have also been found to be critical in promoting teacher learning and development both at school and higher education levels. The key question posed in this study was what mathematics teachers' perceptions of their principal's management of the instructional programme of their schools were. The Principal Instructional Management Rating Scale was used as a lens for evaluating teacher perceptions in the study. The study was conducted in two Quintiles 1-3 schools in the town of Kariega, Eastern Cape, South Africa where two secondary school and three primary school teachers participated. The lower socioeconomic status of the two schools under scrutiny seemed to have played a role in the teachers' perceptions of the principals' role as instructional leader. Although the principals conducted and facilitated several professional development sessions with the mathematics teachers, the principal and his assistants were not always familiar with the mathematics pedagogical content knowledge that was required to evaluate lessons at the required level. Factors such as learner discipline, lack of parental support, and socioeconomic problems surrounding the school had an impact on the principals' ability to exercise instructional leadership in their schools.

A eficácia escolar é uma temática consolidada no contexto internacional. No Brasil, contudo, o tema recebeu interesse apenas a partir da década de 1990. Assim, esta pesquisa objetiva realizou uma revisão sistemática da literatura recente produzida no país sobre os fatores que influenciam a eficácia escolar, no período de 2014 a 2023. Para tanto , buscaram artigos no Portal de Periódicos da CAPES e na Scientific Electronic Library Online (SciELO), utilizando os descritores “(eficácia) e (escola*)”. Após os processos de triagem, elencaram-se 15 artigos para análise, nos quais se identificaram cinco fatores que influenciam a eficácia escolar: liderança do gestor escolar, eficácia docente, características sociodemográficas dos alunos, clima escolar e gestão democrática. Entre os fatores de influência comuns a todos os estudos estavam: desigualdades de condições de escolarização e desempenho dos alunos, associadas às suas características sociodemográficas; liderança do gestor escolar; eficácia docente; e clima escolar. Como diferenciais deste estudo, revelaram-se a importância da gestão democrática, da eficácia coletiva docente e da associação entre clima escolar e percepções de violência dos alunos, ausentes nos estudos anteriores. Sugere-se uma agenda de estudos futuros para ampliar a compreensão sobre a temática.

School effectiveness is a consolidated theme in the international context. In Brazil, however, the topic has only received interest since the 1990s. This research therefore aims to conduct a systematic review of recent literature produced in the country on the factors that affect school effectiveness from 2014 to 2023. To this end, articles were searched for on the Portal de Periódicos da CAPES and the Scientific Electronic Library Online (SciELO), using the descriptors "(eficácia) and (escola*)". After screening, 15 articles were selected for analysis, in which five factors that influence school effectiveness were identified: leadership of the school manager, teacher effectiveness, sociodemographic characteristics of the students, school climate, and democratic management. Among the influencing factors common to all the studies were: inequalities in schooling conditions and student performance, associated with their sociodemographic characteristics; leadership of the school manager; teacher effectiveness; and school climate. The importance of democratic management, collective teacher efficacy, and the association between school climate and students' perceptions of violence, which were absent in previous studies, were revealed as differential factors in this study. An agenda of future studies is suggested to broaden understanding of the subject.

Abstract: This article reports a study documenting managerial leadership within the schoolwork in tele-secondary institutions during the Covid-19 pandemic. The approach was qualitative with case study support. An exploratory stage was carried out, with the participation of management and teaching staff from the State of Veracruz, Mexico, and another in-depth stage, which resulted in the selection of two cases. The analysis presented focuses on a school principal and the center where he works; with the support of Atlas.ti, three categories were defined: teacher well-being, closeness to the students and professional learning community. The results show that what prevailed was the physical, labor and emotional well-being of teachers; the search for permanence and learning of the students, as well as the constitution of a professional learning community. We recognized that the possibility of innovation in education emerged, even amidst the health crisis.

Resumen: Este artículo presenta un estudio que documenta el liderazgo directivo dentro del trabajo escolar en telesecundaria durante la pandemia por covid-19. El enfoque fue cualitativo con apoyo en el estudio de casos. Se desarrolló una etapa exploratoria, con participación de personal directivo y docente de Veracruz, México, y otra de profundización, que permitió la selección de dos casos. El análisis presentado se enfoca en un director y la escuela donde labora; con apoyo en Atlas.ti, se definieron tres categorías: bienestar docente, cercanía con el alumnado y comunidad profesional de aprendizaje. Los resultados muestran el cuidado del bienestar físico, laboral y emocional docente; se procuró la permanencia y los aprendizajes del alumnado, así como la constitución de una comunidad profesional de aprendizaje. Se reconoció que, en medio de la crisis sanitaria, germinó la posibilidad de innovar en la educación.

The global movement towards inclusive education aims to create a safe environment where teachers are expected to actively pursue various methods to implement asset-based support for all learners. The prominence of the learners' challenges, however, still guides most teachers' methods of support. Teachers need to review all the resources, strategies, and practices that can be used in the classroom to provide physical, social, emotional, and intellectual support to all learners. Mindful professional development can empower teachers to support learners in all aspects of their education. In this article we report on a study in which Grade 7 teachers' perceptions of a staff development workshop, which introduced them to an asset-based approach for learner support, namely, the identification and utilisation of character strengths, were explored. The main findings indicate that teachers gained new knowledge and greater insight and awareness about character strengths, which enabled them to rethink and reshape their perceptions of learner support. They came to view the identification of character strengths as a crucial component of effective learner support. The results of the research have implications for all schools to implement an approach to learner support based on character strengths.

ABSTRACT To improve the quality of the educational service, changes in pedagogical direction are required. This implies the presence of committed teacher leaders who can guide the rest of the team towards the improvement of educational experiences. The objective of the research was to propose a pedagogical management model for teacher leadership in an educational institution in the state. The study, of a quantitative nature and with a non-experimental, descriptive and propositional design, involved the participation of 47 teachers, to whom a questionnaire was applied in order to evaluate their level of teacher leadership, according to the dimensions: professional development, inclusive school improvement and collaborative culture. The results indicated that 87.2% of the teachers surveyed indicated that their teaching leadership was at a medium level and a lower percentage, representing 12.8%, stated that it was at a high level. The dimensions evaluated are also at a medium level: professional development 87.2%, inclusive school improvement 78.7% and collaborative culture 85.1%. Subsequently, the theoretical foundations supporting the proposal were presented and the pedagogical management model was designed and validated by a group of experts. The conclusion of the study highlights the need to implement a pedagogical management model that encourages greater participation of teachers in various educational activities through better leadership.

RESUMEN Para mejorar la calidad del servicio educativo, se requiere implementar cambios en la dirección pedagógica. Esto implica la presencia de maestros líderes comprometidos que puedan orientar al resto del equipo hacia la mejora de las experiencias educativas. El objetivo de la investigación fue proponer un modelo de gestión pedagógica para el liderazgo docente en una institución educativa del estado. El estudio, de naturaleza cuantitativa y con un diseño no experimental, descriptivo propositivo, involucró la participación de 47 docentes; a quienes se les aplicó un cuestionario con la finalidad de evaluar su nivel de liderazgo docente, de acuerdo a las dimensiones: desarrollo profesional, mejora escolar inclusiva y cultura colaborativa. Los resultados indicaron que el 87,2% de los profesores encuestados señalaron que el liderazgo docente se sitúa en un nivel medio y en un menor porcentaje, que representa el 12,8%, afirmaron estar en un nivel alto. Las dimensiones evaluadas también se encuentran en un nivel medio: desarrollo profesional 87,2%, mejora escolar inclusiva 78,7% y cultura colaborativa 85,1%. Posteriormente, se expusieron los fundamentos teóricos que respaldan la propuesta y se diseñó el modelo de gestión pedagógica, el cual fue validado por un grupo de expertos. La conclusión del estudio resalta la necesidad de implementar un modelo de gestión pedagógica que fomente una mayor participación de los docentes en diversas actividades educativas mediante un mejor liderazgo.

Abstract Objective: The objective of this research is to analyze the pedagogical trajectory of Afro-descendant teacher Segunda Paz Copete Murillo, shedding light on her life story, confrontations, and resistance that impacted and transformed the local and regional socio-educational field in Bogotá during the second half of the 20th century Originality: We highlight the educational contributions of an Afro-descendant teacher in contexts of tension and exclusion. Method/Information Collection Strategies: This research utilizes narratives and life stories of individuals who have influenced social and pedagogical transformations through their teaching leadership. The methodology involves content analysis combined with information collection strategies such as unstructured interviews and primary sources (school texts, legislation, photographs, minutes, among others). These sources enable the description of a series of events that facilitated changes in the context where the teacher worked, focusing on indicators such as pedagogical experiences, motivations, activism, achievements, contributions, tensions, and challenges. Conclusions: This research contributes to the construction of historical-educational knowledge by exploring and documenting the life story of the teacher, providing insights into her contributions and the differences in educational contexts where she worked. The findings of the research demonstrate the influence of the trajectory of an Afro-descendant teacher in the transformation of local and regional pedagogical practices, highlighting innovative strategies and inclusive approaches.

Resumo Objetivo: Analisar a trajetória pedagógica da professora afro-descendente Segunda Paz Copete Murillo, tornando visível a sua história de vida, os seus confrontos e resistências, que impactaram e transformaram o campo sócio-educativo local e regional em Bogotá na segunda metade do século XX. Originalidade: Destacar as contribuições educativas de uma professora afro-descendente em contextos de tensão e exclusão. Método/estratégias coleta de dados: Esta pesquisa utiliza como metodologia os relatos e histórias de vida de sujeitos que influenciaram transformações sociais e pedagógicas através de sua liderança docente. Como método, implementa-se a análise de conteúdo articulada com estratégias de recolha de informação como entrevistas não estruturadas, fontes primárias (textos escolares, legislações, fotos, actas, entre outros), que permitem descrever uma série de acontecimentos que levaram a mudanças no contexto onde desenvolveram o seu trabalho através de indicadores como experiências pedagógicas, motivações, militância, conquistas, contributos, tensões e dificuldades. Conclusões: Contribui para a construção do conhecimento histórico-educacional ao explorar e documentar a história de vida da professora, fornecendo uma perspetiva sobre as contribuições e diferenças nos contextos educacionais onde realizou seu trabalho. Os resultados da pesquisa evidenciam a influência da trajetória de uma professora afrodescendente na transformação das práticas pedagógicas locais e regionais, destacando estratégias inovadoras e abordagens inclusivas.

Resumen Objetivo: Analizar la trayectoria pedagógica de la docente afrodescendiente Segunda Paz Copete Murillo, visibilizando su historia de vida, sus confrontaciones y resistencias, que han impactado y transformado el campo socio educativo local y regional en Bogotá, en la segunda mitad del siglo XX. Originalidad: Destacar los aportes educativos de una maestra afrodescendiente en contextos de tensión y exclusión. Método/estrategias de recolección de información: Esta investigación utiliza como metodología los relatos e historias de vida de sujetos que han incidido en transformaciones sociales y pedagógicas por medio de su liderazgo docente. Como método, se implementa el análisis de contenido articulado con estrategias de recolección de información como entrevistas no estructuradas, fuentes primarias (textos escolares, legislaciones, fotos, actas, entre otros), las cuales permiten describir una serie de acontecimientos que propiciaron cambios en el contexto donde desarrolló su labor a través de indicadores como experiencias pedagógicas, motivaciones, militancias, logros, aportes, tensiones y dificultades. Conclusiones: Aporta a la construcción de conocimiento histórico-educativo al explorar y documentar la historia de vida de la docente, proporcionando una perspectiva sobre los aportes y diferencias en los contextos educativos donde desempeñó su labor. Los resultados de la investigación evidencian la influencia de la trayectoria de una maestra afrodescendiente en la transformación de prácticas pedagógicas locales y regionales, destacando estrategias innovadoras y enfoques inclusivos.

ABSTRACT: Within the framework of an inclusive paradigm, the need for co-teaching arises in order to meet the policies and educational needs of students in a regular classroom. However, these policies present difficulties in their transfer to teaching practices. This article aims to describe what are the facilitators and barriers to the implementation of co-teaching between the special education teacher and the basic education teacher in Chilean public schools. To do this, a quali-quanti mixed investigation is proposed, of a sequential explanatory type. The results indicate that the main facilitators are attitudinal aspects, collaborative work and support from management teams. Regarding the barriers, time, training and lack of personnel arise. It is concluded that the time provided by the legislation to do co-teaching would be insufficient, however, when an establishment has a leader with a focus on the pedagogical that accompanies co-teaching, that time can be managed in a way that optimizes and encourages its implementation in school.

RESUMEN: En el marco de un paradigma inclusivo, surge la necesidad de realizar codocencia con motivo de atender a las políticas educativas y a las necesidades del alumnado dentro de un aula regular. Sin embargo, estas políticas presentan dificultades en su transferencia hacia las prácticas docentes. Este artículo tiene por objetivo describir cuáles son los facilitadores y barreras para la implementación de la codocencia entre el/la profesor/a de educación especial y el/la profesor/a de educación básica en escuelas públicas chilenas. Para ello se plantea una investigación mixta cuali-cuanti, de tipo secuencial explicativa. Los resultados indican que los principales facilitadores son los aspectos actitudinales, trabajo colaborativo y apoyo de los equipos directivos con énfasis en un liderazgo pedagógico e inclusivo. Respecto de las barreras, surgen el tiempo, las capacitaciones y la falta de personal. Se concluye que el tiempo brindado por la legislación para hacer codocencia sería insuficiente, sin embargo, cuando un establecimiento cuenta con un líder con foco en lo pedagógico e inclusivo que acompaña la codocencia, ese tiempo es posible gestionarlo de manera que optimice y propicie su implementación en la escuela.

RESUMEN En el ámbito de la educación superior de la República Dominicana, se ha observado una tendencia creciente hacia la adopción de la formación por competencias. No obstante, a pesar de su reconocido potencial para alinear la formación académica con las demandas del mundo actual, su implementación ha enfrentado resistencias y desafíos significativos. Esta investigación nace de la necesidad de comprender los obstáculos y reticencias hacia este modelo pedagógico. Específicamente, identifica las percepciones sobre la implementación del enfoque por competencias, así como los factores intervinientes que afectan su desarrollo. La metodología empleada se basa en el enfoque cuantitativo, a partir de la aplicación de encuestas a docentes, directivos y estudiantes de diferentes universidades dominicanas. Los resultados indicaron que la principal barrera es la poca motivación de los docentes, seguida de la falta de capacitación específica y el déficit de liderazgo directivo. La falta de claridad en el proceso de evaluación también fue identificada como un factor relevante. En conclusión, para una adopción exitosa del enfoque basado en competencias en la República Dominicana, es imperativo abordar la formación y motivación de los docentes, fortalecer el liderazgo en las instituciones educativas y clarificar los métodos de evaluación acorde a dicho enfoque. La investigación sugiere que un compromiso a nivel nacional y una estrategia bien estructurada podrían acelerar y optimizar este proceso trascendental en el panorama educativo dominicano.

ABSTRACT In the field of higher education in the Dominican Republic, there has been a growing trend towards the adoption of competency-based training. However, despite its recognized potential to align academic training with the demands of today's world, its implementation has faced significant resistance and challenges. This research stems from the need to understand the obstacles and reluctance towards this pedagogical model. Specifically, it identifies the perceptions about the implementation of the competency-based approach, as well as the intervening factors that affect its development. The methodology used is based on the quantitative approach, from the application of surveys to teachers, managers and students from different Dominican universities. The results indicated that the main barrier is the low motivation of teachers, followed by the lack of specific training and the deficit of managerial leadership. Lack of clarity in the evaluation process was also identified as a relevant factor. In conclusion, for a successful adoption of the competency-based approach in the Dominican Republic, it is imperative to address teacher training and motivation, strengthen leadership in educational institutions, and clarify evaluation methods in line with the competency-based approach. The research suggests that a national commitment and a well-structured strategy could accelerate and optimize this transcendental process in the Dominican educational landscape.

Abstract: El liderazgo docente resulta ser una variable importante debido al papel que juega en la mejora de la calidad del profesorado y su relación positiva con los resultados escolares; sin embargo, en las realidades institucionales persisten situaciones que obstaculizan o desalientan al magisterio a asumir estos roles. El objetivo de la presente investigación fue el de describir cuáles son los factores que facilitan o inhiben el desarrollo del liderazgo docente en una escuela primaria de Mérida, Yucatán, México. Se siguió un estudio de caso con métodos mixtos. Para el análisis cualitativo, se trabajó con los datos recabados mediante las técnicas de observación participante y la entrevista semi-estructurada. Para el análisis de datos cuantitativos se utilizó la técnica de la administración de encuestas online, y se llevaron a cabo inferenciales no paramétricos: Ji cuadrada y prueba U de Mann Whitney. Se encontró que tener un liderazgo docente alto está relacionado positivamente con tener iniciativa para emprender proyectos innovadores escolares; a diferencia, el nivel bajo de liderazgo se asoció con la incomodidad con roles de liderazgo. Se detectaron diferencias en los resultados de las técnicas cualitativas y las cuantitativas. En el estudio cualitativo se obtuvo que ser docente de apoyo, la figura del director, el individualismo, la disponibilidad de tiempo, la carga administrativa, los grupos numerosos, entre otros, fueron categorías que pueden influir en el hecho de actuar o no con liderazgo. Es indispensable conocer todas las situaciones por la que atraviesan los profesores para poder tomar las decisiones de manera informada, así como encontrar las raíces reales de los problemas que están estrechamente relacionadas con las decisiones sobre po lítica pública.

Abstract: Teacher leadership is an important variable due to the role it plays in improving teacher quality and its positive relationship with school results. However, contextual situations exist within institutions that hinder or discourage teachers from assuming these roles. The objective of this research was to describe the characteristics and factors that foster or inhibit the development of teacher leadership in a primary school in Mérida, Yucatán. A case study with mixed methods was followed. For the qualitative phase data were collected employing participant observation and semi-structured interviews. For the quantitative phase of the study online surveys were administered and the following non-parametric inferential tests were carried out: chisquare and Mann-Whitney U test; Findings suggest that high levels of leadership are positively correlated to having the initiative to undertake innovative school projects. In contrast, low levels of leadership were associated to discomfort with leadership roles. Significant differences were identified in the results of the qualitative and quantitative phase. The qualitative phase revealed that being a support teacher, the principal’s role, individualism, the availability of time, the administrative burden, large groups, among others, were categories that can influence teacher’s intentions to act or not with leadership. It is essential to know the situations that all teachers go through in order to make decisions in an informed manner, as well as to find the real roots of the problems that are closely related to decisions on public policy.

In this article we report on an exploration of leadership and context for the improvement of quality education in South African socioeconomic-deprived school contexts viewed through Hellinger's contextual theory, open systems theory, Bronfenbrenner's ecology of human development, and Bourdieu's theory of field, habitus and power. A post positivistic approach allowed for a quantitative research design which employed an interpretivist lens to use the theory and the context to interpret the numbers. A self-designed questionnaire was used for the data collection. We analysed the data by means of the Statistical Package for the Social Sciences (SPSS) analysis program and evaluated using a Likert scale. In the study reported on here, the mean scores - sorted from the highest, which means the most important factor, to the lowest - are presented. The findings reveal that low teacher professionalism and non-compliance to the regulations, contextual factors outside the schools (teenage pregnancy, vandalism), learners' circumstantial challenges, high accountability by the department without considering schools' contextual factors, and a lack of parental involvement in the teaching-learning process were among the biggest challenges for principals to influence quality education.

Resumen Objetivo. El objetivo es desarrollar un modelo que permita una mejor comprensión de la motivación del personal docente en instituciones de educación superior (IES) desde la complejidad. Metodología. Es una investigación de tipo correlacional-descriptiva, con un método de investigación mixta, con una categoría dependiente motivación, ligada a un sistema categorial que fue extraído desde la revisión bibliográfica y depurado posteriormente por dos rondas de personas expertas mediante la técnica Delphi, quienes indicaron 6 categorías que influyen en la motivación docente: intrínsecos; extrínsecos; transformar conocimiento, generar investigación; calidad en la educación; formación permanente; docencia como generadora de estatus social. Posteriormente se construyen 40 subcategorías referenciadas que dan cuenta de cada categoría y, para mayor exactitud, se utilizó el método Lasso para reducir las subcategorías, las cuales quedaron en 27, esto garantizó la elaboración de preguntas en una encuesta de 122 registros de docentes, tipo escala likert. Resultados. La interdisciplinariedad del pensamiento complejo precisa un sin número de elementos sobre la motivación del personal docente de instituciones de educación superior que incluye aspectos de la actividad profesional, integralidad, eficacia, conocimiento, resolución de problemas, liderazgo, interacciones, aprendizaje autónomo, metodologías, asuntos institucionales, relaciones de poder y posición social. Discusión y conclusión. Es necesario partir desde una mirada holística que integre la motivación docente en diferentes aspectos: práctica docente, comportamiento del estudiantado, aspectos organizacionales, interactividad de la comunidad académica, reconocimiento, contextos históricos y situacionales. Es necesario, también, lograr integrar estos elementos que contribuyen a obtener procesos formativos de calidad.

Resumo Objetivo. O objetivo é desenvolver um modelo que permita uma melhor compreensão da motivação do corpo docente das instituições de ensino superior (IES) numa perspetiva de complexidade. Metodologia. Trata-se de uma pesquisa do tipo correlacional-descritiva, com método de pesquisa misto e categoria dependente de motivação. Essa pesquisa está vinculada a um sistema categórico que foi extraído da revisão da literatura e posteriormente refinado por duas rodadas de especialistas utilizando a técnica Delphi. Os especialistas indicaram 6 categorias que influenciam a motivação docente: intrínseca, extrínseca, transformar conhecimento, gerar pesquisas, qualidade na educação, educação permanente, e a docência como geradora de status social. Posteriormente, foram construídas 40 subcategorias referenciadas que dão conta de cada categoría. Para maior precisão, utilizou-se o método Lasso para reduzir as subcategorias para 27, o que garantiu a elaboração de questões em um levantamento de 122 registros de professores, tipo escala likert. Resultados. A interdisciplinaridade do pensamento complexo exige uma série de elementos na motivação do corpo docente das instituições de ensino superior que vão desde aspectos da atividade profissional, abrangência, eficácia, conhecimento, resolução de problemas, liderança, interações, aprendizagem autônoma, metodologias, questões institucionais, relações de poder e posição social. Discussão e conclusão. É necessário partir de uma visão holística que integre a motivação docente em diferentes aspectos: prática docente, comportamento dos estudantes, aspectos organizacionais, interatividade da comunidade acadêmica, reconhecimento, contextos históricos e situacionais. Alcançar a integração desses elementos que contribuem para fomentar processos de formação de qualidade também é essencial.

Abstract Objective. This study aims to develop a model that provides a better understanding of the motivation of teaching staff in higher education institutions (HEI) from a complexity perspective. Methodology. It is a correlational-descriptive type of research, with a mixed research method and a motivation-dependent category. The research is linked to a categorical system extracted from the literature review and subsequently refined by two rounds of experts using the Delphi technique. They indicated the following 6 categories that influence teaching motivation: intrinsic, extrinsic, transform knowledge, generate research, quality in education, permanent education, and teaching as a generator of social status. Subsequently, 40 referenced subcategories were constructed that account for each category. For greater accuracy, the Lasso method was used to narrow down the subcategories to 27; this ensured the formulation of questions in a survey with 122 records of teachers, based on the Likert scale type. Results. The interdisciplinarity of complex thinking requires several factors in motivating higher education faculty. These include professional activity, comprehensiveness, effectiveness, knowledge, problem-solving, leadership, interactions, autonomous learning, methodologies, institutional issues, power relations, and social position. Discussion and conclusion. It is crucial to start from a holistic view that integrates teaching motivation in different aspects such as teaching practice, student behavior, organizational aspects, interactivity of the academic community, recognition, and historical and situational contexts. Equally crucial is achieving the integration of these elements that contribute to fostering quality training processes.

RESUMEN La labor directiva se asume, en la mayoría de los casos, tomando en consideración el desempeño y experiencia como docente. En el estudio se analizan los elementos de formación e identidad profesional para la dirección escolar en los directivos del cantón manta. La investigación tiene un enfoque mixto, ya que se empleó dos instrumentos, el primero basado en una encuesta enfocado de las dimensiones de gestión (administrativa, pedagógica, habilidades directivas y comunicacionales) que permitió obtener una valoración cuantitativa de los roles de dirección escolar y, el segundo, una entrevista dirigidos a los directivos seleccionados sobre la perspectiva en cuanto a su identidad profesional para el ejercicio directivo. Participaron 16 directivos seleccionados con base a criterios específicos establecidos, entre los resultados más significativos se demostró que el 62,5% tiene formación a nivel de posgrado en temas de gestión y dirección de centros educativos y de los cuales un 37,5% tiene más de 4 años de experiencia como directivo educativo. Dentro del análisis inductivo de la entrevista emergen categorías como formación para la dirección escolar, identidad para la dirección escolar y liderazgo para la dirección escolar. La formación de directivos sigue siendo un reto de poder constituir dentro de la política pública en educación tanto en Ecuador como en varios sistemas educativos de la región.

ABSTRACT The managerial work is assumed, in most cases, taking into consideration the performance and experience as a teacher. The study analyzes the elements of training and professional identity for school management in the managers of the manta canton. The research has a mixed approach, since two instruments were used, the first based on a survey focused on the management dimensions (administrative, pedagogical, managerial and communication skills) that allowed obtaining a quantitative assessment of the school management roles and, the second, an interview directed at the selected managers about the perspective regarding their professional identity for the managerial exercise. 16 managers selected based on specific established criteria participated, among the most significant results it was shown that 62.5% have postgraduate level training in management and direction of educational centers and of which 37.5% have more 4 years of experience as an educational manager. Within the inductive analysis of the interview, categories emerge such as training for school management, identity for school management and leadership for school management. The training of managers continues to be a challenge to be able to constitute within public policy in education both in Ecuador and in various educational systems in the region.

Abstract In the educational field, the COVID-19 pandemic highlighted the importance of socio-emotional skills for achieving comprehensive learning, emphasizing interpersonal and intrapersonal domains as necessary elements for effective functioning and successful interaction with others (Domitrovich et al., 2017). There is ample evidence highlighting the influence of leadership in educational improvement and its impact on Professional Teacher Development is acknowledged. The reflections of seven experts on the relevance of socio-emotional skills in current educational leadership are analyzed, emerging from in-depth interviews related to leadership, educational improvement, and teacher professional development. An inductive qualitative approach and a critical interpretative methodology are employed. The main findings show the need to focus on socio-emotional learning. The importance of redirecting initial and continuous teacher training, where educational leaders play a crucial role, is emphasized. The need to take these skills into account in the educational and curricular policies of the different levels of the educational system is highlighted. The experts agree that socio-emotional skills are fundamental in 21st-century educational leadership. The need to develop teacher training programs addressing these skills is highlighted, as well as to promote their integration into educational policies and practices. These findings have significant implications for improving the quality of education and the well-being of students.

Resumen En el ámbito educativo, la pandemia por COVID-19 dejó en evidencia la importancia de las habilidades socioemocionales para lograr un aprendizaje integral, destacando los dominios interpersonales e intrapersonales como elementos necesarios para un funcionamiento efectivo y una interacción exitosa con los demás (Domitrovich et al., 2017). Es abundante la evidencia que destaca la influencia del liderazgo en la mejora educativa y es reconocida su influencia sobre el Desarrollo Profesional Docente. Se analizan las reflexiones de siete expertos sobre la relevancia de las habilidades socioemocionales en el liderazgo educativo actual, surgidas de entrevistas en profundidad referidas a liderazgo, mejora educativa y desarrollo profesional docente. Se emplea un enfoque cualitativo inductivo y una metodología interpretativa y crítica. Los principales hallazgos muestran la necesidad de enfocarse en el aprendizaje socioemocional. Se resalta la importancia de reorientar la formación inicial y continua de los docentes, donde los líderes educativos desempeñan un papel crucial. Se pone en evidencia la necesidad de tener en cuenta estas habilidades en las políticas educativas y curriculares de los diferentes niveles del sistema educativo. Los expertos coinciden en que las habilidades socioemocionales son fundamentales en el liderazgo educativo del siglo XXI. Se destaca la necesidad de desarrollar programas de formación docente que aborden estas habilidades, así como de promover su integración en las políticas y prácticas educativas. Estos hallazgos tienen implicancias para la mejora de la calidad de la educación y el bienestar de los estudiantes.

Resumo No campo educacional, a pandemia da COVID-19 destacou a importância das habilidades socioemocionais para alcançar uma aprendizagem integral, enfatizando os domínios interpessoais e intrapessoais como elementos necessários para um funcionamento eficaz e uma interação bem-sucedida com os outros (Domitrovich et al., 2017). Há muitas evidências que ressaltam a influência da liderança na melhoria educacional, e seu impacto no Desenvolvimento Profissional do Professor é reconhecido. São analisadas as reflexões de sete especialistas sobre a relevância das habilidades socioemocionais na atual liderança educacional, surgindo de entrevistas aprofundadas relacionadas à liderança, melhoria educacional e desenvolvimento profissional do professor. Utiliza-se uma abordagem qualitativa indutiva e uma metodologia interpretativa e crítica. Os principais achados mostram a necessidade de focar na aprendizagem socioemocional. Salienta-se a importância da reorientação da formação inicial e contínua dos professores, onde os dirigentes educativos desempenham um papel crucial. Torna-se evidente a necessidade de ter em conta estas competências nas políticas educativas e curriculares dos diferentes níveis do sistema educativo. Os especialistas concordam que as habilidades socioemocionais são fundamentais na liderança educacional do século XXI. Destaca-se a necessidade de desenvolver programas de formação de professores que contemplem essas competências, bem como promover sua integração nas políticas e práticas educacionais. Essas descobertas têm implicações para melhorar a qualidade da educação e o bem-estar dos alunos.

This research focused on investigating how adopting a Social-Emotional Learning (SEL) approach to leadership influenced the learning culture in low-decile Limpopo, South African schools amid the challenges posed by the Coronavirus Disease 2019 (COVID-19) crisis. The study employed the Head, Heart, and Hands Transformational Leadership Model as its theoretical framework. Through workshops with school leaders, the researchers gathered the leaders experiences and insights, revealing the difficulties faced by them during the pandemic and the strategies they employed to ensure continuous learning. The study underscores the significance of SEL in fostering mindfulness, self-mastery, and effective communication and relationship-building skills. The researchers recommend providing SEL training for school leaders and integrating SEL into teacher training programmes. Ultimately, the study contributes to advancing both theory and practice in the realm of SEL leadership, particularly in crises.