Implicit Theories of Directors in the Exercise of Pedagogical Leadership

This research article seeks to answer two questions: "What are the main Implicit Theories that can be inferred from principals about Pedagogical Leadership in some Alternative Basic Education Centers (CEBA) in Arequipa in a context of educational and teaching reforms?" and "What level of affinity do the Implicit Theories of CEBA principals have with that of their teachers about Pedagogical Leadership? The research was of a descriptive level, with a qualitative approach, and case studies were chosen as the main method. We worked with 10 directors to whom an in-depth interview was applied, which was transcribed and the corresponding analyses were made from this compilation. In addition, a Perceptions Scale was used on the pedagogical management of principals and teachers of CEBA itself. In a complementary manner, the field notebook was applied as a review of documents and tools for the analysis of discourse. The general results reveal that in the provisional categories such as shared vision, teacher training, conditions and results, institutional climate, student protagonism, curricular pertinence, reflection on pedagogical practice and pedagogical accompaniment, and the emerging categories such as access to leadership, role focus, key concept, central purpose, contextual problems, role of principals and specialists, and aspects of ABE normativity, principals have an Administrative-Centered Theory, more Conservative than Renewal Type. The few managers with a Pedagogical Centered Theory are more affiliative than transformative. Likewise, it was found that in general teachers have perceptions that are not aligned with those of their CEBA directors, which makes Pedagogical Leadership complex, making it necessary to build a distributed Pedagogical Leadership in a broad sense, rather than reducing it to the learning processes in the classroom, a fact that should contemplate the trainings promoted by the Ministry of Education