Liderazgo directivo y género en el sistema escolar
una revisión sistemática
DOI:
https://doi.org/10.18861/cied.2025.16.2.4137Palabras clave:
liderazgo directivo, género, directoras escolares, interseccionalidad, escuelasResumen
En un contexto escolar con características androcéntricas, el liderazgo de las direcciones es coherente con ello. Desde el acceso a las direcciones hasta el ejercicio de los cargos puede estar condicionado por la cultura patriarcal que impera en el mundo. La investigación educativa ha dado cuenta, de forma emergente, sobre el cargo de dirección escolar de las mujeres y sus desafíos. A partir de una revisión sistemática de la literatura, buscamos reconocer las principales temáticas que desarrollan los estudios cuyo foco fue la dirección escolar y la perspectiva de género, con el objetivo de explorar las relaciones entre liderazgo de directores y el género. La relevancia radica en el poder esclarecer qué han aportado las investigaciones al área, así como conocer posibles avances, barreras o estereotipos que predominan en las escuelas y que requieren ser reforzadas o transformadas. La búsqueda sistemática siguió el modelo PRISMA, siendo utilizada la base de datos WOS. Las palabras de búsqueda fueron leadership, gender y education. El período analizado abarcó desde 2018 hasta 2022, entre otros criterios de inclusión y exclusión que permitieron identificar 45 artículos para su revisión en profundidad. Tras un análisis temático, los resultados permitieron describir las principales temáticas organizadas en dos categorías: por un lado, desigualdad interseccional en la trayectoria de líderes y, por otro, diferencias en el ejercicio del liderazgo según género. Es posible concluir que hay diferencias según tipo de liderazgo entre hombres y mujeres, y que persisten las diferencias en el ejercicio del cargo, así como desigualdades interseccionales en las trayectorias de líderes en el mundo.
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