<?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>S2409-87522024000200049</article-id>
<article-id pub-id-type="doi">10.18004/ucsa/2409-8752/2024.011.02.049</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modelo de gestión pedagógica para fortalecer el liderazgo docente en una institución educativa: Propuesta de cambio]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical management model to strengthen teacher leadership in an educational institution: A proposal for change]]></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-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo Escuela de Posgrado Programa Académico de Doctorado en Educación]]></institution>
<addr-line><![CDATA[Filial Chiclayo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<volume>11</volume>
<numero>2</numero>
<fpage>49</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2409-87522024000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2409-87522024000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2409-87522024000200049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Para mejorar la calidad del servicio educativo, se requiere implementar cambios en la dirección pedagógica. Esto implica la presencia de maestros líderes comprometidos que puedan orientar al resto del equipo hacia la mejora de las experiencias educativas. El objetivo de la investigación fue proponer un modelo de gestión pedagógica para el liderazgo docente en una institución educativa del estado. El estudio, de naturaleza cuantitativa y con un diseño no experimental, descriptivo propositivo, involucró la participación de 47 docentes; a quienes se les aplicó un cuestionario con la finalidad de evaluar su nivel de liderazgo docente, de acuerdo a las dimensiones: desarrollo profesional, mejora escolar inclusiva y cultura colaborativa. Los resultados indicaron que el 87,2% de los profesores encuestados señalaron que el liderazgo docente se sitúa en un nivel medio y en un menor porcentaje, que representa el 12,8%, afirmaron estar en un nivel alto. Las dimensiones evaluadas también se encuentran en un nivel medio: desarrollo profesional 87,2%, mejora escolar inclusiva 78,7% y cultura colaborativa 85,1%. Posteriormente, se expusieron los fundamentos teóricos que respaldan la propuesta y se diseñó el modelo de gestión pedagógica, el cual fue validado por un grupo de expertos. La conclusión del estudio resalta la necesidad de implementar un modelo de gestión pedagógica que fomente una mayor participación de los docentes en diversas actividades educativas mediante un mejor liderazgo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT To improve the quality of the educational service, changes in pedagogical direction are required. This implies the presence of committed teacher leaders who can guide the rest of the team towards the improvement of educational experiences. The objective of the research was to propose a pedagogical management model for teacher leadership in an educational institution in the state. The study, of a quantitative nature and with a non-experimental, descriptive and propositional design, involved the participation of 47 teachers, to whom a questionnaire was applied in order to evaluate their level of teacher leadership, according to the dimensions: professional development, inclusive school improvement and collaborative culture. The results indicated that 87.2% of the teachers surveyed indicated that their teaching leadership was at a medium level and a lower percentage, representing 12.8%, stated that it was at a high level. The dimensions evaluated are also at a medium level: professional development 87.2%, inclusive school improvement 78.7% and collaborative culture 85.1%. Subsequently, the theoretical foundations supporting the proposal were presented and the pedagogical management model was designed and validated by a group of experts. The conclusion of the study highlights the need to implement a pedagogical management model that encourages greater participation of teachers in various educational activities through better leadership.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[gestión pedagógica]]></kwd>
<kwd lng="es"><![CDATA[liderazgo docente]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[gestión educativa]]></kwd>
<kwd lng="es"><![CDATA[desempeño docente]]></kwd>
<kwd lng="en"><![CDATA[pedagogical management]]></kwd>
<kwd lng="en"><![CDATA[teacher leadership]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[educational management]]></kwd>
<kwd lng="en"><![CDATA[teaching performance]]></kwd>
</kwd-group>
</article-meta>
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