Optimization of school management through educational coaching
DOI:
https://doi.org/10.5281/zenodo.14532896Keywords:
pedagogical leadership, academic supervision, teacher training, collaborative strategiesAbstract
Educational coaching has been positioned as a fundamental strategy to improve school management by integrating supervision, emotional intelligence and collaboration. This article investigates how educational coaching can enhance school management by reinforcing educational coordination structures and implementing strategies based on emotional intelligence. Through a documentary analysis with a qualitative approach, the effective strategies, the challenges encountered and the limitations identified in their application are studied. The results highlight that educational coaching promotes critical reflection, team cohesion and a culture of constant learning, although its success is linked to the availability of adequate resources, specialized training and continuous institutional commitment. This study enriches academic dialogue around the need for innovative approaches to address current educational challenges, fostering more resilient and collaborative school communities.
Downloads
References
Alarcão, I., y Tavares, J. (2015). Supervisão da Prática Pedagógica-Uma Perspectiva de Desenvolvimento e Aprendizagem-Leya. https://books.google.es/books?hl=es&lr=&id=Qwi9BwAAQBAJ&oi=fnd&pg=PT65&ots=oJ4ZPcV5vP&sig=36h80eFmRDPM6PINh55FERpJVAE
Calongos, C., Cueva, D. F., y Muro, J. M. (2022). La gestión escolar basada en el pensamiento complejo. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 2246-2263. https://doi.org/10.37811/cl_rcm.v6i6.3677
Catalão, J., y Penim, A. (2018). Ferramentas de Coaching. Editora Lidel. https://issuu.com/lidel/docs/ferramentas_de_coaching_7ed
Decker, J., y Cangemi, P. (2018). Líderes Emocionalmente Inteligentes e Comportamentos Auto-Existentes: Algum Relacionamento. Estados Unidos da América. https://journals.co.za/doi/abs/10.10520/EJC-119bbb7dac
Gavilano, L. P., Ayasta, E. R. V., Yactayo, D. L. P., y Vela, S. L. R. (2019). Coaching como herramienta gerencial: reflexiones teóricas. Revista Venezolana de Gerencia, 24(87), 904-921. https://www.redalyc.org/articulo.oa?id=29060499017
Goleman, D. (2018). Trabalhar com Inteligência Emocional. Editora Temas e Debates. https://www.temasedebates.pt/produtos/ficha/trabalhar-com-inteligencia-emocional/14184787?__cf_chl_rt_tk=KraTcS.wEAQrDYOmvm0eEdIzTIhXYnu4nVO1vwa1zqw-1734306415-1.0.1.1-rtE3qakPiwJcTP4qN2jyQVcHrJAeLpfZzMH60M7Y7d0
Gorrochotegui-Martell, A. (2011). Un modelo de" coaching" en directivos escolares. Educación y educadores, 14(2), 369-387. http://www.scielo.org.co/scielo.php?pid=S0123-12942011000200008&script=sci_arttext
Hu, Y., y Tuten, J. (2021). Shoulder to shoulder: why stance matters in instructional coaching. International Journal of Leadership in Education, 27(6). https://doi.org/10.1080/13603124.2021.1972163
Knight, J. (2011). Unmistakable impact: A partnership approach for dramatically improving instruction. Crowin. https://archive.org/details/unmistakableimpa0000knig
Lima, C. (2019). Inteligência emocional e satisfação no trabalho. [Tesis de Pregrado, Universidade Federal do Brasil]. https://lume.ufrgs.br/handle/10183/198029
Loredo, R., Sierra-Arizmendiarrieta, B., y Montero, C. R. (2019). Ámbitos de aplicación del Coaching educativo: una revisión bibliográfica del periodo 2013-17. Educatio siglo XXI, 37(2), 223-244. https://doi.org/10.6018/educatio.387091
Merriam, S. B., y Bierema, L. L. (2014). Adult learning: Linking theory and practice. Jossey-Bass. https://acortar.link/x9z4Yi
Mezirow, J. (2003). Transformative learning as discourse. Journal of transformative education, 1(1), 58-63. https://journals.sagepub.com/doi/abs/10.1177/1541344603252172
Miguel, A., Rocha, A., y Röhrich, O. (2014). Gestão Emocional de Equipas. Em Ambiente de Projeto. FCA – Editora de Informática. https://www.bertrand.pt/livro/gestao-emocional-de-equipas-ana-rocha/16080870
Mirón, B. y Mundina, J. B. (2014). Coaching Educativo: Modelo para el desarrollo de competencias intra e interpersonales. Educación xx1, 17(1), 221-242. https://www.redalyc.org/pdf/706/70629509010.pdf
Reeves, D. B. (2010). Transforming professional development into student results. Association for Supervision and Curriculum Development. https://acortar.link/uZsDIy
Reis, A., Sá, S., y Pascoinho, J. (2022). Supervision and Monitoring of Educational Coordination and Pedagogical Supervision Structures: The dimensions of Educational Coaching and Emotional Intelligence. New Trends in Qualitative Research, 12. https://doi.org/10.36367/ntqr.12.2022.e609
Santana, L. M. (2023). Gestión escolar en el desarrollo de los procesos pedagógicos por competencia en un Centro Educativo. MENTOR revista de investigación educativa y deportiva, 2(Especial), 825-845. https://revistamentor.ec/index.php/mentor/article/view/6465
Silva, L. A., y Miranda, J. G. (2021). Coaching Educativo: Transformación conductual en estudiantes de bachillerato. PODIUM, (39), 71-82. http://dx.doi.org/10.31095/podium.202
Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702-739. https://journals.sagepub.com/doi/abs/10.3102/0034654308330970
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press. https://psycnet.apa.org/record/1998-06054-000
Whitmore, J. (2016). Coaching: el método para mejorar el rendimiento de las personas. Planeta. https://www.academia.edu/31965741/Libro_de_Coaching_John_Whitmore
Zegarra Huamán, R. J., y Velázquez Tejeda, M. E. (2016). El coaching: una forma para fortalecer el profesionalismo del docente en el aula. Páginas de educación, 9(2), 156-183. http://www.scielo.edu.uy/scielo.php?pid=S1688-74682016000200006&script=sci_arttext
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under the Attribution License (CC BY), allowing the possibility of copying, distributing, displaying, and producing derivative works, as long as the author is acknowledged and cited.
