Liderazgo Educativo en las Escuelas de Lenguas Extranjeras
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https://doi.org/10.25749/sis.41479Palabras clave:
liderazgo instruccional, liderazgo, educación superior, escuelas de lenguas extranjerasResumen
Este estudio examina las percepciones del profesorado sobre los roles de liderazgo instruccional de los órganos de gobierno en las Escuelas de Lenguas Extranjeras (ELE) de universidades turcas. Utilizando una metodología fenomenológica dentro del paradigma de investigación cualitativa, se empleó un muestreo por variación máxima para asegurar la diversidad en los antecedentes institucionales y las experiencias profesionales. Se realizaron entrevistas semiestructuradas con 13 docentes de ELE en Estambul, Ankara y Antalya. Los hallazgos proporcionan información sobre cómo se vive e interpreta el liderazgo instruccional en el contexto académico del sistema de educación superior. Un estilo de liderazgo participativo surgió como un componente clave para un liderazgo instruccional eficaz. Los líderes exitosos deben fomentar la participación de las partes interesadas en los procesos educativos y promover la responsabilidad compartida. Los resultados también destacaron la importancia de priorizar la calidad docente y crear un ambiente de aprendizaje colaborativo y respetuoso.
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