Management Leadership In Management Quality

Management Leadership in Management Quality

Introduction.

Education is considered one of the development pillars of all societies, in this sense, it is important to ensure and guide quality management processes, that is, to obtain high productivity education, a continuous process ofImprovement of educational quality, materializing at the various levels of the education system, which is the instance where state, government and sectoral policies are specified.

Monroy & Hernández citing Álvarez, Torres and Chaparro, express that due to the events that have happened through recent years, which directly affect human work, educational institutions have had to adapt and transformingaccording to the demands of the changes derived from such mobility. Social, cultural, political, economic, environmental changes, which have happened in the world have had special impact in Latin America.

Developing

From this perspective of change in the educational field Garvanzo and Orozco, they indicate that these changes imply, the speed with which knowledge and practices, assumed as valid in the different areas of human activity, are obsolete and, as a consequence, theEffects are not others that seek new development and competitiveness guidelines for educational organizations.

A study by Costa Armijos, focused on the analysis of the management and leadership style, developed by the institutional manager and its influence on the organizational culture and specifically the participation of parents, this research allowed to know the effectiveness of the strategies of the strategies ofManagement around participation, from the approach of educational administration, as a central point of organizational culture and the characterization of transformational leadership, as behavior assumed by the institutional leader, towards the effective development of a culture of effective participation.

Starting from specific approaches, the issue under study was addressed, since the leadership exercised in a transformational way can contribute to transforming school culture, increasing individual and collective capacity to solve problems, can lead us to have a broader perspective, howIt is the organization inside and to what extent it is capable of organizing its own changes to overcome the limitations that slow down its development.

From the point of view of the coast, the leader is not only the one who achieves that his subordinates perform a certain task, but that which arouses interest in themselves to perform the necessary actions for the growth of the institution, so that the leadershipEducational entails an ethical and valuation dimension of great importance for the development of quality management processes.

Bolívar, López and Murillo, in an article published in Fuentes about his research on leadership in educational institutions. A review of research lines. They express that educational leadership is perceived as a key element to generate improvement from below, creating institutional conditions that make school organizations more effective. From a review of current international literature, this article proposes to delimit some of the relevant approaches to research on educational leadership. Particularly, it was focused on three current dimensions of leadership research: pedagogical or learning leadership, distributed leadership and leadership for social justice. 

Conclusions.

Taking into account the theme raised by Bolívar, López and Murillo, the current understanding of leadership moves away from the director’s vision as the only agent with power, to adopt a distributed or shared panorama. In turn, a pedagogical leadership is sought capable of influencing learning, creating conditions so that teachers can do better. And also, finally, a leadership for social justice, which ensures good education to all students, from an inclusive and equitable perspective.

The ability of a school to improve depends, significantly, on leaders who actively contribute to energize, support and encourage your school to learn to develop, doing things progressively better. All this has contributed to the pedagogical direction of schools being constituted, internationally and nationally, as a first -order factor, while in a priority of the agendas of educational policies.