Estrategia metodológica de gestión directiva para el desarrollo de la calidad educativa en instituciones de educación básica
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Fecha
2026
Autores
Gutiérrez Hurtado, Jorge Luis
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente estudio de nivel doctoral muestra el problema de las limitaciones
en los procesos de gestión directiva que afectan directamente en el desarrollo de la
calidad educativa en las instituciones de educación básica del municipio de Arjona,
Bolívar-Colombia. En el contexto educativo actual, los centros escolares se
enfrentan al desafío tanto de revisar como transformar sus modelos administrativos
y pedagógicos para constituirse como espacios de innovación, aprendizaje
permanente y desarrollo social-comunitario.
No obstante, en Latinoamérica y especialmente en el municipio de Arjona, se
revelan algunas limitaciones en la capacidad de gestión en procesos escolares para
impulsar procesos continuos, novedosos orientados a la mejora institucional, lo que
imposibilita el fortalecimiento de la calidad educativa en el contexto de la educación
básica.
En correspondencia con esta problemática, el objetivo de la presente
investigación fue proponer una estrategia metodológica de gestión directiva
orientada al fortalecimiento de la calidad educativa en las instituciones de educación
básica del municipio de Arjona, Bolívar. Este estudio se desarrolló bajo un enfoque
cualitativo, soportado en el paradigma interpretativo, cuyo alcance tiene por
finalidad comprender las percepciones, significados y experiencias de los actores
educativos respecto a la gestión directiva y la calidad institucional.
Desde esta visión metodológica, se empleó el método fenomenológicohermenéutico, válido para interpretar las experiencias de los participantes en su
propio contexto educativo. Adicionalmente, el estudio tuvo un componente
propositivo, estructurado en cuatro etapas: comprensiva (revisión teórica y
contextual del fenómeno), explicativa (trabajo de campo mediante entrevistas
semiestructuradas), interpretativa (proceso de codificación, categorización y
triangulación de la información) y propositiva (diseño de la estrategia metodológica
de gestión directiva).
The present doctoral-level study addresses the problem of limitations in school leadership management processes that directly affect the development of educational quality in basic education institutions in the municipality of Arjona, Bolívar, Colombia. In the current educational context, schools face the challenge of both reviewing and transforming their administrative and pedagogical models in order to become spaces for innovation, lifelong learning, and social-community development. However, in Latin America, and particularly in the municipality of Arjona, certain limitations in management capacity within school processes are evident, hindering the promotion of continuous and innovative processes aimed at institutional improvement. This situation prevents the strengthening of educational quality in the context of basic education. In response to this issue, the objective of this research was to propose a methodological strategy for school leadership management aimed at strengthening educational quality in basic education institutions in the municipality of Arjona, Bolívar. This study was developed under a qualitative approach, grounded in the interpretive paradigm, whose purpose is to understand the perceptions, meanings, and experiences of educational stakeholders regarding leadership management and institutional quality. From this methodological perspective, the phenomenological-hermeneutic method was employed, as it is appropriate for interpreting participants’ experiences within their own educational context. Additionally, the study included a propositional component structured into four stages: a comprehensive stage (theoretical and contextual review of the phenomenon), an explanatory stage (fieldwork through semi-structured interviews), an interpretive stage (coding, categorization, and triangulation of information), and a propositional stage (design of the methodological strategy for leadership management)
The present doctoral-level study addresses the problem of limitations in school leadership management processes that directly affect the development of educational quality in basic education institutions in the municipality of Arjona, Bolívar, Colombia. In the current educational context, schools face the challenge of both reviewing and transforming their administrative and pedagogical models in order to become spaces for innovation, lifelong learning, and social-community development. However, in Latin America, and particularly in the municipality of Arjona, certain limitations in management capacity within school processes are evident, hindering the promotion of continuous and innovative processes aimed at institutional improvement. This situation prevents the strengthening of educational quality in the context of basic education. In response to this issue, the objective of this research was to propose a methodological strategy for school leadership management aimed at strengthening educational quality in basic education institutions in the municipality of Arjona, Bolívar. This study was developed under a qualitative approach, grounded in the interpretive paradigm, whose purpose is to understand the perceptions, meanings, and experiences of educational stakeholders regarding leadership management and institutional quality. From this methodological perspective, the phenomenological-hermeneutic method was employed, as it is appropriate for interpreting participants’ experiences within their own educational context. Additionally, the study included a propositional component structured into four stages: a comprehensive stage (theoretical and contextual review of the phenomenon), an explanatory stage (fieldwork through semi-structured interviews), an interpretive stage (coding, categorization, and triangulation of information), and a propositional stage (design of the methodological strategy for leadership management)
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Palabras clave
Gestión directiva, Calidad educativa, Liderazgo pedagógico, Prácticas pedagógicas, Proceso de enseñanza aprendizaje
