Modelos de liderazgo y gestión educativa en la mejora escolar: A Systematic Review of Ibero-American Contexts

Bryan Alexis Rubio Sánchez; Francisco Samuel Mendoza Moreira; César Ricardo Castillo Montúfar

doi:10.56124/sapientiae.v9i19.021

Authors

Bryan Alexis Rubio Sánchez Universidad Bolivariana del Ecuador
Francisco Samuel Mendoza Moreira Universidad Bolivariana del Ecuador
César Ricardo Castillo Montúfar Universidad Bolivariana del Ecuador

DOI:

https://doi.org/10.56124/sapientiae.v9i19.021

Keywords:

educational leadership, educational management, school improvement, pedagogical innovation

Abstract

Leadership and educational management are crucial factors in school improvement, especially in Latin American contexts marked by increasing demands for quality, equity, and innovation. Several studies emphasize that school leadership, in its various styles, is the second most influential internal factor in academic performance after classroom teaching. A systematic review of the literature was carried out in the SciELO database and related open-access sources, covering publications from 2019 to 2025. The PRISMA criteria guided the selection of studies, prioritizing language (Spanish and English), thematic relevance, open access, and methodological rigor. Ten articles were analyzed and categorized into four groups: collaborative work and teaching dynamics; educational leadership and management styles; educational management and teacher professional development; and historical-pedagogical perspectives on management models. The results indicate that transformational, distributed, and adaptive leadership styles foster pedagogical innovation, professional development for teachers, and institutional resilience. Additionally, effective educational management involves integrating pedagogical aspects with support strategies and professional learning communities. School improvement is viewed as a systemic process reliant on participatory diagnostics, co-teaching, and trust-building. However, tensions remain due to policies focused on standardization and accountability, which can constrain school autonomy. It is concluded that the most effective models of educational leadership and management are those that combine strategic vision, teacher well-being, and contextually relevant innovation. Evidence indicates that resilient and distributed leadership are vital to sustaining sustainable school improvement processes in Ibero-America.

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