Educational leadership and its impact on the implementation of resources: a Systematic Review
Systematic Review
Keywords:
educational leadership and technological resourceAbstract
Today, talking about distance education is such a normal topic that all parties involved in the teaching-learning process participate despite the little or much knowledge they possess.
The objective of this research is to systematically analyze educational leadership and its impact on the implementation of technological resources in upper secondary level institutions for which numerical measurements and statistical analysis are carried out to establish behavior patterns under an approach quantitative methodological.
As a result, searches were carried out in the indexed databases Nature, Oxford, Springer, Wiley, Scopus, SciELO and Redalyc, using the search keywords: educational leadership, technological resources; reaching 36% of the literature located in Redalyc, 32% in Scopus and 32% in Scielo, discarding Nature, Oxford, Springer, Wiley for not locating coincidences in their search indexes, scientific works were considered from the year 2016 and were systematically analyzed to identify that they met the inclusion and exclusion criteria.
43 papers were included in the systematic review, achieving greater representation of educational leadership variables on technological resources among close peers.
Thus, in conclusion, educational leaders take little participation in the process of implementation of technological resources, directly impacting the percentage of use of the technologies installed by personnel.
References
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Aznar-Díaz, I., Hinojo-Lucena, F. J., Cáceres-Reche, M. P., & Romero-Rodríguez, J. M. (2020). Analysis of the determining factors of good teaching practices of mobile learning at the Spanish University. An explanatory model. Computers and Education, 159, 0360-1315 https://doi.org/10.1016/j.compedu.2020.104007
Bani, A., Hijazein, Y., Hadadin, H., Jarkas, A. K., Al-Tamimi, Z., Amarin, M., Shatarat, A., Abu, M., & Al-Taher, R. (2021). E-Learning during COVID-19 pandemic; Turning a crisis into opportunity: A cross-sectional study at The University of Jordan. Annals of Medicine and Surgery, 70. https://doi.org/10.1016/j.amsu.2021.102882
Baptista, P., Almazán, A. y Loeza, C. A. (2020). Encuesta Nacional a Docentes ante el COVID-19. Retos para la educación a distancia. Revista Latinoamericana de Estudios Educativos, 50(ESPECIAL), 41–88. https://doi.org/10.48102/rlee.2020.50.especial.96
Barteit, S., Guzek, D., Jahn, A., Bärnighausen, T., Jorge, M. M., & Neuhann, F. (2020). Evaluation of e-learning for medical education in low- and middle-income countries: A systematic review. Computers and Education, 145. https://doi.org/10.1016/j.compedu.2019.103726
Belmonte, J. L., Sánchez, S. P., Cabrera, A. F., & García, G. G. (2019). Analysis of the effect of B-learning training on the teaching staff. Case study of a teaching cooperative. Texto Livre, 12(2), 98–115. https://doi.org/10.17851/1983-3652.12.2.98-115
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Canese, V., Mereles, J. I. y Amarilla, J. (2021). Educación remota y acceso tecnológico en Paraguay: perspectiva de padres y alumnos a través del COVID-19. Trilogía Ciencia Tecnología Sociedad, 13(24), 41–63. https://doi.org/10.22430/21457778.1746
Chen, J., Lin, C. H., & Chen, G. (2021). A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy. Computers and Education, 175. https://doi.org/10.1016/j.compedu.2021.104322
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Fuentes, M. A. (2021). Liderazgo en justicia social, ingrediente indispensable para la gestión escolar incluyente. Calidad en la educación, 14(1), 335-349.
Galdames, S. y González, Á. (2019). Directores fantásticos y dónde encontrarlos: lecciones sobre la promoción interna de directivos elegidos por alta dirección pública en Chile. Calidad en la educación, (51), 131-163. http://dx.doi.org/10.31619/caledu.n51.673
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García-Garnica, M. (2018). Successful practices of leadership aimed to support the quality of teaching at Andalusian public schools. Principals’ and teachers’ perceptions. REICE. Revista iberoamericana sobre calidad, eficacia y cambio en educación, 16(3), 139–156. https://doi.org/10.15366/reice2018.16.3.008
González-Hernando, C., Valdivieso-León, L. y Velasco-González, V. (2020). Estudiantes universitarios descubren redes sociales y edublog como medio de aprendizaje. RIED. Revista Iberoamericana de Educación a Distancia, 23(1). https://doi.org/10.5944/ried.23.1.24213
Herrera, C. I., & Cancino, V. E. C. (2018). Advice to management teams and educational leadership from the approach of functional competencies. Ensaio, 26(101), 1220–1239. https://doi.org/10.1590/S0104-40362018002601381
Jara, C., Sánchez, M. y Cox, C. (2019). Liderazgo educativo y formación ciudadana: visiones y prácticas de los actores. Calidad en la Educación, (51), 350-381. http://dx.doi.org/10.31619/caledu.n51.687
Lancheros-Cuesta, D. J., Murcia-Castellanos, Y. y Tejedor, M. L. (2017). Impacto de una herramienta multimedial en el proceso de enseñanza-aprendizaje de la Historia en el aula. Pixel-Bit, Revista de Medios y Educación, 50, 211–228. https://doi.org/10.12795/pixelbit.2017.i50.15
Maureira, Ó. J. y Maureira, O. (2018). Prácticas del liderazgo educativo: Una mirada evolutiva e ilustrativa a partir de sus principales marcos, dimensiones e indicadores más representativos. Revista Educación, 42(1), 1–19. https://doi.org/10.15517/revedu.v42il.22115
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. In Educational Research Review, 34. https://doi.org/10.1016/j.edurev.2021.100394
Navarrete, Z., Manzanilla, H. M. y Ocaña, L. (2020). Políticas implementadas por el gobierno mexicano frente al COVID-19. El caso de la educación básica. Revista Latinoamericana de Estudios Educativos, 50(ESPECIAL), 143–172. https://doi.org/10.48102/rlee.2020.50.especial.100
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Prasertcharoensuk, T., & Tang, K. N. (2017). The effect of strategic leadership factors of administrators on school effectiveness under the Office of Maha Sarakham Primary Educational Service Area 3. Kasetsart Journal of Social Sciences, 38(3), 316–323. https://doi.org/10.1016/j.kjss.2016.09.001
Ramirez-Anormaliza, R., Sabaté, F., Llinàs-Audet, X., & Lordan, O. (2017). Acceptance and use of e-learning systems by undergraduate students of Ecuador: The case of a state university. Intangible Capital, 13(3), 548–581. https://doi.org/10.3926/ic.820
Romero, C. (2021). Liderazgo Directivo en Escuelas que Superan las Barreras del Contexto. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educacion, 19(1), 73–90. https://doi.org/10.15366/REICE2021.19.1.005
Ruiz-Ramirez, J. A., Tamayo-Preval, D., & Montiel-Cabello, H. (2020). Teachers’ digital competences in the online classes modality: A case study in a health crisis context. Texto Livre, 13(3), 47–62. https://doi.org/10.35699/1983-3652.2020.25592
Salas-Rueda, R. A., Lugo-García, J. L. y Ruiz-Silva, H. F. (2017). Perspectivas de los estudiantes sobre el uso de redes sociales en el proceso educativo superior. Vivat Academia, 0(139), 53. https://doi.org/10.15178/va.2017.139.53-66
Sánchez, A. V. (2019). Leadership: A key to innovation and educational change. In Revista de Investigacion Educativa, 37(2), 301–326. https://doi.org/10.6018/rie.37.2.365461
Sánchez-García, J. M. y Toledo-Morales, P. (2018). Uso de las Tecnologías de la Información y Comunicación en la enseñanza de historia. Aposta. Revista de Ciencias Sociales, (78), 8-32. http://dx.doi.org/10.12795/pixelbit.2015.i47.05
Sepúlveda, F., & Molina, C. A. (2019). Instructional leadership skills of principals and management teams from schools of the Biobío region, Chile: Strengths and challenges. Revista de Investigacion Educativa, 37(2), 487–503. https://doi.org/10.6018/rie.37.2.329861
Shadiev, R., & Sintawati, W. (2020). A review of research on intercultural learning supported by technology. In Educational Research Review, 31. https://doi.org/10.1016/j.edurev.2020.100338
Smit, Brigitte (2018). Expanding Educational Leadership Theories through Qualitative Relational Methodologies. Magis. Revista Internacional de Investigación en Educación, 11(22), 75-86. https://doi.org/10.11144/Javeriana.m11-22.eelt
Talebizadeh, S. M., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2021). Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior. Studies in Educational Evaluation, 68. https://doi.org/10.1016/j.stueduc.2020.100970
Thawinkarn, D., Tang, K. N., & Ariratana, W. (2018). Relationship between perceived directors’ leadership and classroom quality of primary schools in Thailand. Kasetsart Journal of Social Sciences, 39(2), 230–235. https://doi.org/10.1016/j.kjss.2018.03.008
Van, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. In Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.05.003
Weinstein, J., Muñoz, G., Sembler, M. y Marfán, J. (2019). Una década de investigación empírica sobre el liderazgo educativo en Chile. Una revisión sistemática de los artículos publicados en revistas indexadas (2008-2019). Calidad en la Educación, (51), 15-52. http://dx.doi.org/10.31619/caledu.n51.671
Yekefallah, L., Namdar, P., Panahi, R., & Dehghankar, L. (2021). Factors related to students’ satisfaction with holding e-learning during the Covid-19 pandemic based on the dimensions of e-learning. Heliyon, 7(7). https://doi.org/10.1016/j.heliyon.2021.e07628
Yilmaz, F. G. K., & Keser, H. (2016). The impact of reflective thinking activities in e-learning: A critical review of the empirical research. Computers and Education, 95, 163–173. https://doi.org/10.1016/j.compedu.2016.01.006
Altopiedi, M., & García, A. B. (2020). The role of coaching in the training of principals: Analysis of a specific program. Educar, 56(1), 183–199. https://doi.org/10.5565/REV/EDUCAR.1055
Atoche-Rodríguez, K. E., Atoche-Rodríguez, A., Salazar-Pastrana, A., & Durán-Pérez, M. (2016). Principals re-building their professional performance in elementary education: a participatory contribution within the educational system in yucatan, mexico. Journal of Behavior, Health & Social Issues, 8(1), 31-43. DOI:10.5460/jbhsi.8.1.57590
Aznar-Díaz, I., Hinojo-Lucena, F. J., Cáceres-Reche, M. P., & Romero-Rodríguez, J. M. (2020). Analysis of the determining factors of good teaching practices of mobile learning at the Spanish University. An explanatory model. Computers and Education, 159, 0360-1315 https://doi.org/10.1016/j.compedu.2020.104007
Bani, A., Hijazein, Y., Hadadin, H., Jarkas, A. K., Al-Tamimi, Z., Amarin, M., Shatarat, A., Abu, M., & Al-Taher, R. (2021). E-Learning during COVID-19 pandemic; Turning a crisis into opportunity: A cross-sectional study at The University of Jordan. Annals of Medicine and Surgery, 70. https://doi.org/10.1016/j.amsu.2021.102882
Baptista, P., Almazán, A. y Loeza, C. A. (2020). Encuesta Nacional a Docentes ante el COVID-19. Retos para la educación a distancia. Revista Latinoamericana de Estudios Educativos, 50(ESPECIAL), 41–88. https://doi.org/10.48102/rlee.2020.50.especial.96
Barteit, S., Guzek, D., Jahn, A., Bärnighausen, T., Jorge, M. M., & Neuhann, F. (2020). Evaluation of e-learning for medical education in low- and middle-income countries: A systematic review. Computers and Education, 145. https://doi.org/10.1016/j.compedu.2019.103726
Belmonte, J. L., Sánchez, S. P., Cabrera, A. F., & García, G. G. (2019). Analysis of the effect of B-learning training on the teaching staff. Case study of a teaching cooperative. Texto Livre, 12(2), 98–115. https://doi.org/10.17851/1983-3652.12.2.98-115
Bohórquez, G. E. y Bohórquez, M. I. (2017). Diseño de una estrategia didáctica colaborativa con ayuda de herramientas web 2.0 en la enseñanza de la química. Revista Virtual Universidad Católica del Norte, (51), 46-63. http://revistavirtual.ucn.edu.co/index.php/RevistaUCN/article/view/842/1360
Botello, J. Ã., Velázquez, A. M. T. y Salinas, E. M. C. (2016). Diagnóstico del liderazgo educativo en las Instituciones de Educación Superior del Valle de Toluca. Revista de Investigacion Educativa, 34(1), 51–68. https://doi.org/10.6018/rie.34.1.206881
Canese, V., Mereles, J. I. y Amarilla, J. (2021). Educación remota y acceso tecnológico en Paraguay: perspectiva de padres y alumnos a través del COVID-19. Trilogía Ciencia Tecnología Sociedad, 13(24), 41–63. https://doi.org/10.22430/21457778.1746
Chen, J., Lin, C. H., & Chen, G. (2021). A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy. Computers and Education, 175. https://doi.org/10.1016/j.compedu.2021.104322
Cidral, W. A., Oliveira, T., di Felice, M., & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers and Education, 122, 273–290. https://doi.org/10.1016/j.compedu.2017.12.001
Moreno, B. P. C. (2019). Incidencia De la Gestión Escolar y Liderazgo en las Instituciones Educativas: Perspectiva de Análisis. Daena: International Journal of Good Conscience, 14(1), 52-68.
Diario Oficial, Poder Ejecutivo, Consejo de Salubridad General. (2020). ACUERDO por el que se declara como emergencia sanitaria por causa de fuerza mayor, a la epidemia de enfermedad generada por el virus SARS-CoV2 (COVID-19). Edición Vespertina, Lunes 30 de marzo de 2020(Mex). https://www.gob.mx/cms/uploads/attachment/file/544325/CSG_300320_VES.pdf
Díaz-Delgado, M. A., & Garcia-Martinez, I. (2019). Standards for school principals in Mexico and Spain: A comparative study. Education Policy Analysis Archives, 27, 113. https://doi.org/10.14507/epaa.27.4565
Fuentes, M. A. (2021). Liderazgo en justicia social, ingrediente indispensable para la gestión escolar incluyente. Calidad en la educación, 14(1), 335-349.
Galdames, S. y González, Á. (2019). Directores fantásticos y dónde encontrarlos: lecciones sobre la promoción interna de directivos elegidos por alta dirección pública en Chile. Calidad en la educación, (51), 131-163. http://dx.doi.org/10.31619/caledu.n51.673
Rodríguez, F. G. (2018). Perspectivas del impacto en el liderazgo educativo y la calidad del siglo XXI. Daena: International Journal of Good Conscience, 13(2), 24-39. ISSN 1870-557X
García-Garnica, M. (2018). Successful practices of leadership aimed to support the quality of teaching at Andalusian public schools. Principals’ and teachers’ perceptions. REICE. Revista iberoamericana sobre calidad, eficacia y cambio en educación, 16(3), 139–156. https://doi.org/10.15366/reice2018.16.3.008
González-Hernando, C., Valdivieso-León, L. y Velasco-González, V. (2020). Estudiantes universitarios descubren redes sociales y edublog como medio de aprendizaje. RIED. Revista Iberoamericana de Educación a Distancia, 23(1). https://doi.org/10.5944/ried.23.1.24213
Herrera, C. I., & Cancino, V. E. C. (2018). Advice to management teams and educational leadership from the approach of functional competencies. Ensaio, 26(101), 1220–1239. https://doi.org/10.1590/S0104-40362018002601381
Jara, C., Sánchez, M. y Cox, C. (2019). Liderazgo educativo y formación ciudadana: visiones y prácticas de los actores. Calidad en la Educación, (51), 350-381. http://dx.doi.org/10.31619/caledu.n51.687
Lancheros-Cuesta, D. J., Murcia-Castellanos, Y. y Tejedor, M. L. (2017). Impacto de una herramienta multimedial en el proceso de enseñanza-aprendizaje de la Historia en el aula. Pixel-Bit, Revista de Medios y Educación, 50, 211–228. https://doi.org/10.12795/pixelbit.2017.i50.15
Maureira, Ó. J. y Maureira, O. (2018). Prácticas del liderazgo educativo: Una mirada evolutiva e ilustrativa a partir de sus principales marcos, dimensiones e indicadores más representativos. Revista Educación, 42(1), 1–19. https://doi.org/10.15517/revedu.v42il.22115
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. In Educational Research Review, 34. https://doi.org/10.1016/j.edurev.2021.100394
Navarrete, Z., Manzanilla, H. M. y Ocaña, L. (2020). Políticas implementadas por el gobierno mexicano frente al COVID-19. El caso de la educación básica. Revista Latinoamericana de Estudios Educativos, 50(ESPECIAL), 143–172. https://doi.org/10.48102/rlee.2020.50.especial.100
Peña, J. y Sembler, M. (2019). Movilizaciones estudiantiles y liderazgo directivo: un estudio exploratorio en tres liceos de la región metropolitana. Calidad en la educación, 51, 315-349. http://dx.doi.org/10.31619/caledu.n51.488
Prasertcharoensuk, T., & Tang, K. N. (2017). The effect of strategic leadership factors of administrators on school effectiveness under the Office of Maha Sarakham Primary Educational Service Area 3. Kasetsart Journal of Social Sciences, 38(3), 316–323. https://doi.org/10.1016/j.kjss.2016.09.001
Ramirez-Anormaliza, R., Sabaté, F., Llinàs-Audet, X., & Lordan, O. (2017). Acceptance and use of e-learning systems by undergraduate students of Ecuador: The case of a state university. Intangible Capital, 13(3), 548–581. https://doi.org/10.3926/ic.820
Romero, C. (2021). Liderazgo Directivo en Escuelas que Superan las Barreras del Contexto. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educacion, 19(1), 73–90. https://doi.org/10.15366/REICE2021.19.1.005
Ruiz-Ramirez, J. A., Tamayo-Preval, D., & Montiel-Cabello, H. (2020). Teachers’ digital competences in the online classes modality: A case study in a health crisis context. Texto Livre, 13(3), 47–62. https://doi.org/10.35699/1983-3652.2020.25592
Salas-Rueda, R. A., Lugo-García, J. L. y Ruiz-Silva, H. F. (2017). Perspectivas de los estudiantes sobre el uso de redes sociales en el proceso educativo superior. Vivat Academia, 0(139), 53. https://doi.org/10.15178/va.2017.139.53-66
Sánchez, A. V. (2019). Leadership: A key to innovation and educational change. In Revista de Investigacion Educativa, 37(2), 301–326. https://doi.org/10.6018/rie.37.2.365461
Sánchez-García, J. M. y Toledo-Morales, P. (2018). Uso de las Tecnologías de la Información y Comunicación en la enseñanza de historia. Aposta. Revista de Ciencias Sociales, (78), 8-32. http://dx.doi.org/10.12795/pixelbit.2015.i47.05
Sepúlveda, F., & Molina, C. A. (2019). Instructional leadership skills of principals and management teams from schools of the Biobío region, Chile: Strengths and challenges. Revista de Investigacion Educativa, 37(2), 487–503. https://doi.org/10.6018/rie.37.2.329861
Shadiev, R., & Sintawati, W. (2020). A review of research on intercultural learning supported by technology. In Educational Research Review, 31. https://doi.org/10.1016/j.edurev.2020.100338
Smit, Brigitte (2018). Expanding Educational Leadership Theories through Qualitative Relational Methodologies. Magis. Revista Internacional de Investigación en Educación, 11(22), 75-86. https://doi.org/10.11144/Javeriana.m11-22.eelt
Talebizadeh, S. M., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2021). Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior. Studies in Educational Evaluation, 68. https://doi.org/10.1016/j.stueduc.2020.100970
Thawinkarn, D., Tang, K. N., & Ariratana, W. (2018). Relationship between perceived directors’ leadership and classroom quality of primary schools in Thailand. Kasetsart Journal of Social Sciences, 39(2), 230–235. https://doi.org/10.1016/j.kjss.2018.03.008
Van, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. In Educational Research Review, 28. https://doi.org/10.1016/j.edurev.2019.05.003
Weinstein, J., Muñoz, G., Sembler, M. y Marfán, J. (2019). Una década de investigación empírica sobre el liderazgo educativo en Chile. Una revisión sistemática de los artículos publicados en revistas indexadas (2008-2019). Calidad en la Educación, (51), 15-52. http://dx.doi.org/10.31619/caledu.n51.671
Yekefallah, L., Namdar, P., Panahi, R., & Dehghankar, L. (2021). Factors related to students’ satisfaction with holding e-learning during the Covid-19 pandemic based on the dimensions of e-learning. Heliyon, 7(7). https://doi.org/10.1016/j.heliyon.2021.e07628
Yilmaz, F. G. K., & Keser, H. (2016). The impact of reflective thinking activities in e-learning: A critical review of the empirical research. Computers and Education, 95, 163–173. https://doi.org/10.1016/j.compedu.2016.01.006
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2023-01-27
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How to Cite
Galmiche-Frías, E. (2023). Educational leadership and its impact on the implementation of resources: a Systematic Review: Systematic Review. Education and Science, 11(58), 120-131. https://revistaeducacionyciencia.uady.mx/educacionyciencia/article/view/651
