Citas bibligráficas
Fernández, E., (2020). Prácticas y actitudes de directores de colegios de Fe y Alegría, desde un enfoque de liderazgo pedagógico: estudio de caso dela red rural PERFAL 44 en la Provincia de Quispicanchi – Cusco [Universidad Antonio Ruiz de Montoya]. https://hdl.handle.net/20.500.12833/2263
Fernández, E., Prácticas y actitudes de directores de colegios de Fe y Alegría, desde un enfoque de liderazgo pedagógico: estudio de caso dela red rural PERFAL 44 en la Provincia de Quispicanchi – Cusco []. PE: Universidad Antonio Ruiz de Montoya; 2020. https://hdl.handle.net/20.500.12833/2263
@mastersthesis{renati/1009064,
title = "Prácticas y actitudes de directores de colegios de Fe y Alegría, desde un enfoque de liderazgo pedagógico: estudio de caso dela red rural PERFAL 44 en la Provincia de Quispicanchi – Cusco",
author = "Fernández Ladera, Eddy Eduardo",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2020"
}
The research that follows aims to describe and understand the practices and attitudes that characterize teachers that assume the management of their schools. From a pedagogical leadership approach, it seeks to understand the process of developing skills and abilities that shape and characterize the pedagogical leadership of the school principal.The investigation follows the interpretive paradigm with a qualitative approach, applying the inductive standpoint, and the case study as a strategy or design of the research. With the intention of understanding the formational processes of teachers that assume the principalship of their schools the interview process was used as a research technique. As part of the research, between 2019 and 2020 principals from the twenty-three schools that are part of the rural network of Fe y Alegria 44 of the Quispicanchi province in Cusco were interviewed.The research concludes with a series of recommendations that liberate the pedagogical leadership of the conceptual trivalizations that were constructed around this topic. Focusing on suggestions that address the essence of the form of BEING a pedagogical leader in the role of the principal and of the school community rather than learning TO BE in a pedagogical leadership climate.
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