School management and educational performance: influence of directive leadership
DOI:
https://doi.org/10.55892/jrg.v9i20.3115Keywords:
Directive Leadership, School Management, Educational Performance, Pedagogical Leadership, Public EducationAbstract
The leadership exercised by school principals has established itself as one of the intra-school factors with the greatest explanatory power over students' academic performance. This article analyzes the scientific evidence on the influence of directive leadership on educational outcomes in public schools, based on a systematic review of national and international literature. The theoretical framework articulates instructional, transformational, and distributed leadership models, identifying practical dimensions associated with better learning indicators. The reviewed studies converge in pointing out that principals who monitor teaching practices, promote continuing education, set shared goals, and foster a collaborative culture achieve superior results in large-scale assessments. It is concluded that intentional pedagogical leadership constitutes a strategic axis of educational quality and that public policies for the training and valorization of principals are a necessary condition for the sustained improvement of public education.
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