Contenido principal del artículo

Vladimir Figueroa-Gutiérrez
Instituto Superior de Formación Docente Salomé Ureña
República Dominicana
https://orcid.org/0000-0003-0944-3572
Biografía
Emmanuel Silvestre
Instituto Superior de Formación Docente Salomé Ureña
República Dominicana
https://orcid.org/0000-0002-9958-4848
Jeanette Chaljub-Hasbun
Universidad del Caribe
República Dominicana
https://orcid.org/0000-0002-3778-9039
Vol. 50 Núm. 3 (2020), Artículos, Páginas 55-92
DOI: https://doi.org/10.30827/publicaciones.v50i3.21051
Recibido: abr 22, 2021 Aceptado: abr 22, 2021 Publicado: dic 31, 2020
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Resumen

El rol de director escolar conlleva la ejecución de múltiples actividades que, muchas veces, van en paralelo con la actividad didáctica lo que podría estar relacionado con rendimiento y clima escolar. Por esta razón, la investigación persigue tres objetivos: i) describir las actividades llevadas a cabo por los directores escolares; ii) identificar quiénes acompañan a los directores en las distintas actividades; iii) analizar la relación entre las actividades directivas con el rendimiento de la escuela. Hemos optado por un estudio cuantitativo en el que se analizan las prácticas diarias de 42 directores de escuelas con buen rendimiento escolar y 42 directores de escuelas con bajo rendimiento escolar, según los resultados de las Pruebas Nacionales. Para identificar la frecuencia de ejecución de actividades se utilizó un Registro Diario. Por otro lado, se utilizó una escala para medir el clima escolar. Los resultados indican que los directores de los distintos grupos conformados, distribuían el tiempo de gestión en las 10 actividades directivas identificadas, arrojando como resultado que las actividades a las que los directores invertían más tiempo fueron: 1) No escolares; 2) Relaciones con los estudiantes; 3) Liderazgo Instructivo y Planear metas. Las actividades que menos tiempo recibían fueron: 1) Crecimiento profesional; 2) Finanzas; 3) Infraestructura. Con relación a los tipos de acompañamientos que tuvieron los directores escolares, en el grupo de las escuelas clasificadas por su rendimiento y por el clima escolar, no se obtuvieron diferencias. Los directores realizaron esta actividad con los siguientes tipos de acompañamientos: En primer lugar, Solo (sin acompañantes); en segundo lugar, acompañados de Profesores líderes, facilitadores y maestros. En tercer lugar, con vendedores y contratistas. Por último, no se evidenció una fuerte correlación entre las actividades que realiza el director y el rendimiento escolar.

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