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Liderazgo inclusivo como elemento clave del desarrollo educativo

Rojas León, Cevero Rómulo, Pongo Aguila, Oscar Eduardo, Huaman Ccanto, Fernando, Orosco Gavilán, Juan Carlos·2023·Revista Venezolana de Gerencia
DOI 10.52080/rvgluz.28.e9.8
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Abstract

Este estudio tuvo como objetivo evaluar los elementos clave que permiten un liderazgo inclusivo para el desarrollo educativo peruano, a través de la experiencia canadiense. Mediante de un enfoque mixto, se utilizó el diseño anidado concurrente de varios niveles, la muestra se conformó por dos grupos: 1029 participantes de 20 instituciones educativas en Perú y Canadá, a quienes se aplicó la escala de liderazgo inclusivo LEI-Q, el segundo grupo estuvo conformado por 10 directores canadienses a quienes se aplicó un focus group. Más del 90% de canadienses evidencian que existe un liderazgo inclusivo en las instituciones, mientras que, en Perú el 79% precisan no haber liderazgo inclusivo. Los directores canadienses hicieron énfasis en tres elementos clave que permiten impulsar el liderazgo inclusivo: aprendizaje crítico reflexivo, fomentar relaciones con la comunidad educativa y promoción del liderazgo inclusivo. Para hacer que la inclusión sea una realidad en las escuelas públicas peruanas se requiere un énfasis continuo en la condición humana y una atención deliberada a los marcos de transformación sociocultural y sistémica.

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Metadata

Authors
Rojas León, C. R., Pongo Aguila, O. E., Huaman Ccanto, F., & Orosco Gavilán, J. C.
ORCID
Venue
Revista Venezolana de Gerencia
Publisher
Universidad del Zulia
Published
2023-08-05
Volume
28
Issue
Especial 9
Pages
114-129
ISSN
  • 2477-9423
  • 1315-9984
DOI
10.52080/rvgluz.28.e9.8
Cited by
8
References
2
Language
es
Licence
creativecommons.org/licenses/by-nc-sa/4.0/ (am)

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