Incidencia del liderazgo directivo en la promoción del vínculo Docente- Estudiante como un Factor asociado a la calidad

This investigation seeks to recognize the impact the board of directives has in the enhancement between the teacher-student interaction as a factor directly associated to quality. The study was performed under a mixed scope of Recurring Triangulation Design (DIATRIC). The information was collected through the application of three standardized instruments based on the tool: Classroom Assessment Scoring System (known as CLASS), surveys performed on students from 5th to 6th grade from the school Colegio Campestre San Diego and the bilingual school José Max León, observations, and an instrument of self-reflection for the teachers who are currently leading learning processes with the selected groups of students. Aside from this, a focal group was developed for teachers and educational leaders taking the Ontario Leadership Frame. The instruments were applied to sample 63 students, 42 teachers, and 16 directives. The results found reveal that the teaching staff from both institutions, demonstrate interest to establish a relevant emotional support, which is perceived by the students, as well as the disposition to build spaces for dialogue, structure a positive environment within the classroom, and establish pedagogical moments that invite students to participate with ease. Nevertheless, evidence found indicates that teachers require constant companionship in educational training that leads to the enhancement of the teacher-student interaction. For that reason, a flexible education training plan is designed within a digital environment and through the development of individual learning routes surrounding four dimensions (come closer and know them, surprise, discover and support yourself) provides tools to fulfil students´ expectations and specific needs. The study shows that the school leaders promote the teacher-student interaction through the creation of a school environment that involves trust, warmth, openness to dialogue, and the demonstration of genuine interest for the teachers´ needs and inquiries. In that same way, the results of the investigation show the importance of the directives practices oriented to the companionship in the pedagogical processes that are developed within the classrooms, aside from facilitating encounters for the construction of a collaborative culture among teachers.

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