<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-5051</journal-id>
<journal-title><![CDATA[Innovar]]></journal-title>
<abbrev-journal-title><![CDATA[Innovar]]></abbrev-journal-title>
<issn>0121-5051</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Económicas. Universidad Nacional de Colombia.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-50512020000300123</article-id>
<article-id pub-id-type="doi">10.15446/innovar.v30n77.87453</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El perfil de gestión del directivo docente de Antioquia y los enfoques de gestión administrativa]]></article-title>
<article-title xml:lang="en"><![CDATA[MANAGERIAL PROFILE OF TEACHER-DIRECTORS IN ANTIOQUIA AND ADMINISTRATIVE MANAGEMENT APPROACHES]]></article-title>
<article-title xml:lang="pt"><![CDATA[O PERFIL DE GESTÃO DO DIRETOR DOCENTE DE ANTIOQUIA E AS ABORDAGENS DE GESTÃO ADMINISTRATIVA]]></article-title>
<article-title xml:lang="fr"><![CDATA[LE PROFIL DE GESTION DU RESPONSABLE PÉDAGOGIQUE D'ANTIOQUIA ET LES APPROCHES DE GESTION ADMINISTRATIVE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soto Builes]]></surname>
<given-names><![CDATA[Norely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Morillo Puente]]></surname>
<given-names><![CDATA[Solbey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón-Hernández]]></surname>
<given-names><![CDATA[Gregorio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Betancur]]></surname>
<given-names><![CDATA[Héctor Darío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Medellín  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Medellín  ]]></institution>
<addr-line><![CDATA[Medellín ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad de Manizales  ]]></institution>
<addr-line><![CDATA[Manizales ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>30</volume>
<numero>77</numero>
<fpage>123</fpage>
<lpage>136</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-50512020000300123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-50512020000300123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-50512020000300123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: El artículo presenta los resultados de una investigación cuyo objetivo fue analizar la relación entre el enfoque de gestión y las características personales y profesionales del directivo docente de las instituciones educativas de los 117 municipios no certificados de Antioquia, considerando las cuatro dimensiones de gestión educativa (directiva, administrativa, académica y de comunidad) en tres formas de gestión denominadas funcionalista, estructuralista y crítica. La investigación fue cuantitativa descriptiva e inferencial, realizada en 242 directivos docentes de instituciones educativas, seleccionados mediante muestreo aleatorio estratificado y encuestados a través de cuestionarios autoadministrados. Los resultados revelan que muchas de las prácticas de los directivos docentes en cada una de las dimensiones de la gestión todavía son de carácter funcional y estructural, pero se puede afirmar que los directivos docentes en sus instituciones han venido dando un giro hacia la denominada gestión crítica. Por último, los resultados demuestran una tendencia estadísticamente significativa de los directivos docentes que tienen estudios de posgrado y más de diez años de experiencia a ubicarse en la gestión directiva crítica. De igual manera, quienes tienen menos experiencia tienden a una gestión de comunidad funcionalista y, a mayor experiencia, mayor prevalencia de gestión crítica en esta dimensión.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This paper reports the results of a research aimed at studying the relationship between the managerial approach and the personal and professional characteristics of teacher-directors at schools of the 117 non-certified municipalities of Antioquia (Colombia), taking into account the four dimensions of educational management (directive, administrative, academic, and communitarian) into three forms of management: functionalist, structuralist, and critical. The research followed a descriptive, quantitative, and inferential approach, and was carried out with 242 teacher-directors who were selected by stratified random sampling and surveyed through self-administered questionnaires. The results reveal that many of the practices of these directors in each of the dimensions of management are still functional and structural, although a turning point to-wards the so-called critical management is observed. Our findings reveal a statistically significant tendency of teaching directors with graduate studies and more than ten years of experience to place themselves in critical management. Similarly, those with less experience tend to a functionalist community managerial style and show a greater prevalence of critical management in this dimension over the years.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo apresenta os resultados de uma pesquisa cujo objetivo foi analisar a relação entre a abordagem de gestão e as características pessoais e profissionais do diretor docente das instituições educativas dos 117 municípios não certificados de Antioquia, Colômbia, considerando as quatro dimensões de gestão escolar (direção, administrativa, acadêmica e de comunidade) em três formas de gestão denominadas "funcionalista", "estruturalista" e "crítica". Esta pesquisa foi quantitativa descritiva e inferencial, realizada em 242 diretores docentes de instituições educativas, selecionados mediante amostragem aleatória e pesquisados por meio de questionários autoadministrados. Os resultados revelam que muitas das práticas dos diretores docentes em cada uma das dimensões da gestão ainda são de caráter funcional e estrutural, mas pode se afirmar que os diretores docentes em suas instituições vêm dando uma reviravolta em direção da denominada "gestão crítica". Por último, os resultados demonstram uma tendência estatisticamente significativa dos diretores docentes que têm estudos de pós-graduação e mais de dez anos de experiência a se posicionar na gestão da direção crítica. Assim como os que têm menos experiência tendem a uma gestão de comunidade funcionalista e, quanto maior experiência, maior prevalência de gestão crítica nessa dimensão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ: roche managériale et les caractéristiques personnelles et professionnelles du directeur pédagogique des établissements d'enseignement des 117 communes non certifiées d'Antioquia, en prenant compte des quatre dimensions de la gestion pédagogique (directive, administrative, universitaire et communautaire), sous trois formes de gestion dites fonctionnaliste, structuraliste et critique. La recherche a été descriptive et inférentielle quantitative, menée auprès de 242 directeurs pédagogiques d'établissements d'enseignement choisis par échantillonnage aléatoire stratifié et interrogés au moyen de questionnaires auto-administrés. Les résultats montrent qu'un grand nombre des pratiques des gestionnaires de l'enseignement dans chacune des dimensions de la gestion sont encore fonctionnelles et structurelles, mais on peut affirmer que les gestionnaires de l'enseignement dans leurs établissements se sont tournés vers la gestion dite critique. Enfin, les résultats démontrent une tendance statistiquement significative pour les gestionnaires de l'enseignement qui ont des études de troisième cycle et plus de dix ans d'expérience à se placer en gestion critique. De même, ceux qui ont moins d'expérience ont tendance à gérer une communauté fonctionnaliste et, plus ils ont d'expérience, plus la prévalence de la gestion critique est importante dans cette dimension.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[gestión crítica]]></kwd>
<kwd lng="es"><![CDATA[gestión educativa]]></kwd>
<kwd lng="es"><![CDATA[gestión estructuralista]]></kwd>
<kwd lng="es"><![CDATA[gestión funcionalista]]></kwd>
<kwd lng="en"><![CDATA[Critical management]]></kwd>
<kwd lng="en"><![CDATA[educational management]]></kwd>
<kwd lng="en"><![CDATA[functionalist management structuralist management]]></kwd>
<kwd lng="pt"><![CDATA[gestão crítica]]></kwd>
<kwd lng="pt"><![CDATA[gestão escolar]]></kwd>
<kwd lng="pt"><![CDATA[gestão estruturalista]]></kwd>
<kwd lng="pt"><![CDATA[gestão funcionalista]]></kwd>
<kwd lng="fr"><![CDATA[gestion critique]]></kwd>
<kwd lng="fr"><![CDATA[gestion fonctionnaliste]]></kwd>
<kwd lng="fr"><![CDATA[gestion pédagogique]]></kwd>
<kwd lng="fr"><![CDATA[gestion structuraliste]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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