Resumo

CUEVA-PEREZ, Gisela Dorila; ORTEGA-CABREJOS, Mónica Ysabel  e  MEDINA-CARBAJAL, Rosario de los Milagros. An aproach to the role of teacher leadership. Rev. ciente. UCSA [online]. 2022, vol.9, n.3, pp.72-84. ISSN 2409-8752.  https://doi.org/10.18004/ucsa/2409-8752/2022.009.03.072.

This article is an exhaustive review of recent studies on teacher leadership in recent years, not only in the American Continent but also worldwide. The purpose of the study is to learn about teacher leadership, its dimensions and its relationship with learning achievement. A qualitative methodology has been used, based on the systematic review of 50 articles taken from the main databases such as: Scopus, Scielo, Proquest and EBSCO; according to certain criteria established for the research. The results show that there are many proposals to define teacher leadership, as well as its dimensions and competencies; in addition to recognizing that autonomy and a sense of cooperation are necessary for the development of this skill, which promotes collegial work and the democratic participation of all educational actors and thus guarantee a quality education that is so desired in recent times. It is concluded that teacher leadership is an important factor that promotes the development of professional competencies and improves educational practice, with the purpose of obtaining better results in student learning; therefore, it is necessary to motivate other researches to address this issue and thus build innovative pedagogical proposals to provide a better educational service and contribute to the professional development of teachers.

Palavras-chave : teacher leadership; pedagogical leadership; leadership; learning; transformational leadership.

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