<?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>0123-1294</journal-id>
<journal-title><![CDATA[Educación y Educadores]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Educ.]]></abbrev-journal-title>
<issn>0123-1294</issn>
<publisher>
<publisher-name><![CDATA[Universidad de La Sabana]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-12942021000200243</article-id>
<article-id pub-id-type="doi">10.5294/edu.2021.24.2.4</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Liderazgo educativo docente. Un modelo para su estudio, discusión y análisis]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher Educational Leadership. A Model for Study, Discussion, and Analysis]]></article-title>
<article-title xml:lang="pt"><![CDATA[Liderança educacional docente. Um modelo para seu estudo, discussão e análise]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Riascos-Hinestroza]]></surname>
<given-names><![CDATA[Luis Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Becerril-Arostegui]]></surname>
<given-names><![CDATA[Irene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,luisenrique.riascos@unade.edu.mx  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,irene.becerril@aulagrupo.es  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>243</fpage>
<lpage>264</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-12942021000200243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-12942021000200243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-12942021000200243&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El liderazgo ha sido estudiado a través de los tiempos por muchos autores, en diferentes escenarios y con distintos enfoques, estudios que permiten concluir que es efectivo en cuanto promueve la participación de las personas, genera confianza en los participantes de los equipos, incrementa la productividad y mejora las relaciones interpersonales. Uno de los escenarios de estudio ha sido el sector educativo, enfocado principalmente en el análisis de los efectos del liderazgo del directivo docente. Precisamente la finalidad de esta investigación es desarrollar un Modelo de Estudio de Liderazgo Educativo Docente que permita el análisis del liderazgo del docente de aula y su efecto en variables escolares. La investigación consta, primero, de una revisión bibliográfica exhaustiva; segundo, del estudio y análisis de propuestas para el modelo; tercero, del estudio exploratorio de viabilidad del modelo; cuarto, de la validación del modelo por parte de expertos; finalmente, el instrumento es sometido a pruebas, en las que participan docentes y estudiantes. Como resultado de la investigación se obtiene el Modelo y su incidencia, conformado por 15 variables, clasificadas de primer nivel y segundo nivel y de efecto o resultado, cada una de ellas definida conceptual y operacionalmente de acuerdo con el contexto educativo; por último, al Modelo se le asocia un instrumento conformado por 82 preguntas que permiten medir cada una de las 15 variables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Leadership has been studied by many authors through ages, in different settings and from various approaches. These studies have concluded that leadership is effective because it promotes participation, makes teams confident, increases productivity, and improves interpersonal relationships. Education has been one of the studied settings, focusing mainly on the managing teacher's leadership effect. This research aims to develop a Teacher Educational Leadership Study Model to analyze classroom teachers' leadership and its effect on school variables. Ths research passes through the following stages: 1) exhaustive literature review; 2) study and analysis of proposals for the model; 3) an exploratory study of the model's viability; 4) model validation by experts; and 5) instrument testing by teachers and students. As a result, we obtained the model and its impact, composed of 15 variables classified as first- and second-level and effect/outcome variables (teacher's leadership styles). Then, each variable is defined conceptually and operationally according to the educational context. Finally, an instrument formed by 82 items that measure the 15 variables is associated with the model.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A liderança tem sido estudada ao longo do tempo por muitos autores, em diferentes cenários e abordagens. Esses estudos permitem concluir que ela é eficaz na medida em que promove a participação das pessoas, gera confiança nos participantes da equipe, aumenta a produtividade e melhora o relacionamento interpessoal. Um dos cenários de estudo tem sido o educacional, voltado principalmente para a análise dos efeitos da liderança da direção docente. Nesse contexto, o objetivo desta pesquisa é desenvolver um modelo de estudo de liderança educacional de professores que permita a análise da liderança do docente na sala de aula e seu efeito nas variáveis escolares. A pesquisa desenvolve-se nas seguintes etapas: revisão bibliográfica exaustiva; estudo e análise de propostas para o modelo; estudo exploratório de viabilidade do modelo; validação do modelo por especialistas; finalmente, o instrumento associado ao modelo é submetido a testes dos quais participam professores e alunos. Como resultado da pesquisa, há um modelo para o estudo da liderança educacional de professores e sua incidência, composto de 15 variáveis, classificadas como variáveis de primeiro nível e segundo nível, e de efeito ou resultado; cada uma dessas variáveis é definida conceitual e operacionalmente de acordo com o contexto educacional. Por último, o modelo está associado a um instrumento composto de 82 questões, que permitem medir cada uma das 15 variáveis.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Docencia]]></kwd>
<kwd lng="es"><![CDATA[innovación educacional]]></kwd>
<kwd lng="es"><![CDATA[liderazgo]]></kwd>
<kwd lng="es"><![CDATA[modelo educativo]]></kwd>
<kwd lng="es"><![CDATA[transformación social]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[educational innovation]]></kwd>
<kwd lng="en"><![CDATA[leadership]]></kwd>
<kwd lng="en"><![CDATA[educational model]]></kwd>
<kwd lng="en"><![CDATA[social transformation]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[inovação educacional]]></kwd>
<kwd lng="pt"><![CDATA[liderança]]></kwd>
<kwd lng="pt"><![CDATA[modelo educacional]]></kwd>
<kwd lng="pt"><![CDATA[transformação social]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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