Management and leadership autonomy model of supervisors of basic education in the framework of educational reforms in México

Abstract

The research work is an advance of the doctoral thesis in Sciences of the Administration; orientated to the construction of a propositive model of managerial competences for the autonomy of management and leadership in the context of the school supervision of basic education in the Mexican context; within the wide range of theoretical models; organizational, school management, sociological, psychological, administrative; the proposed model is based on two epistemological axes: autonomy and leadership from a competence approach. As a result of the theoretical models debate, live contemplation and a process of abstraction of the principles, characteristics and regularities of the autonomy of management and leadership to construct an improved reality of the managerial competencies of school supervisors are proposed. We address the principles of responsible, contextualized and complex autonomy and organizational leadership. The theoretical perspective that guides the work is based on concepts and theoretical categories of sociology, sociocultural psychology, philosophical reflections, organizational studies, as well as the concepts and dimensions of school management. The context of the managerial competencies of school supervisors of a province of Mexico is studied in the perspective of the Educational Reform, emphasizing the principle of the school to the center, the autonomy of management, the route of improvement and the technical advices. The methodology used was qualitative to construct the principles of the model through in-depth interviews and focus groups that allowed to "capture" the meanings and meanings of management and leadership autonomy as managerial competencies, but also used elements of the quantitative methodology to identify trends in managerial competencies through an instrument of intra-geographic, strategic and personal effectiveness. The proposed model of managerial competencies is structured in a first phase called fundamentation, a second phase is the definition of a desirable profile of managerial competencies for management and leadership autonomy and the identification of training needs and the development of managerial competencies that allow structuring the training system; the third phase is the strategic implementation of the model with the planning and evaluation of the model. Conclusions and bibliography are presented.