<?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>2409-8752</journal-id>
<journal-title><![CDATA[Revista Científica de la UCSA]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. ciente. UCSA]]></abbrev-journal-title>
<issn>2409-8752</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Cono Sur de las Américas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2409-87522022000300072</article-id>
<article-id pub-id-type="doi">10.18004/ucsa/2409-8752/2022.009.03.072</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Un acercamiento al rol del liderazgo docente]]></article-title>
<article-title xml:lang="en"><![CDATA[An aproach to the role of teacher leadership]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cueva-Pérez]]></surname>
<given-names><![CDATA[Gisela Dorila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortega-Cabrejos]]></surname>
<given-names><![CDATA[Mónica Ysabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina-Carbajal]]></surname>
<given-names><![CDATA[Rosario de los Milagros]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo Escuela de Posgrado Filial Chiclayo ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>9</volume>
<numero>3</numero>
<fpage>72</fpage>
<lpage>84</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2409-87522022000300072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2409-87522022000300072&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2409-87522022000300072&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo constituye una revisión exhaustiva sobre los recientes estudios que se vienen elaborando acerca del liderazgo docente en estos últimos años, no solo en el continente americano sino a nivel mundial. El propósito del estudio, es conocer sobre el liderazgo docente, sus dimensiones y su relación con el logro de aprendizajes. Se ha utilizado una metodología cualitativa, basada en la revisión sistemática de 50 artículos tomados de las principales bases de datos como son: Scopus, Scielo, Proquest y EBSCO;de acuerdo a ciertos criterios establecidos para la investigación. Los resultados muestran que existen muchas propuestas para definir el liderazgo docente, así como sus dimensiones y competencias; además de reconocer, que la autonomía y el sentido de cooperación son necesarios para el desarrollo de esta habilidad, que promueve el trabajo colegiado y la participación democrática de todos los actores educativos y así garantizar una educación de calidad que tanto se anhela en estos últimos tiempos. Se concluye, que el liderazgo docente es un factor importante que promueve el desarrollo de competencias profesionales y mejoran la práctica educativa, con la finalidad de obtener mejores resultados en los aprendizajes de los estudiantes; por ello, es necesario motivar a otras investigaciones para que puedan abordar este tema y así puedan construir propuestas pedagógicas innovadoras que permitan brindar un mejor servicio educativo y contribuir con el desarrollo profesional docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[liderazgo docente]]></kwd>
<kwd lng="es"><![CDATA[liderazgo pedagógico]]></kwd>
<kwd lng="es"><![CDATA[liderazgo]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[liderazgo transformacional]]></kwd>
<kwd lng="en"><![CDATA[teacher leadership]]></kwd>
<kwd lng="en"><![CDATA[pedagogical leadership]]></kwd>
<kwd lng="en"><![CDATA[leadership]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[transformational leadership]]></kwd>
</kwd-group>
</article-meta>
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