Estilos de liderazgo y nivel de inclusión en los centros educativos de enseñanza básica de la corporación municipal de San Miguel, Santiago de Chile

Resumen

Leadership of directors, diversity and inclusion in education have been thematic which has been discussed in recent times at the international level and it is not far from the problems that are experienced in the crisis of education in the country. However, little research has been done on how managerial leadership relates to the achievement of a diverse and inclusive school. The present research studies the relationship between leadership styles with development and the achievement of a Diverse and Inclusive School. The research is a study of exploratory - descriptive characteristics of mixed type, in which quantitative and qualitative techniques are combined, using instruments such as: Characterization Sheet to Schools, Questionnaire 1 of the Index of Inclusion and Test Of Leadership Styles MLQ Form 5X Short, adapted to Chile. The analysis was carried out with quantitative and qualitative characteristics, aiming to establish relationships between the Leadership styles and the Diversity and Inclusion development of the Basic Schools of the Municipal Corporation of San Miguel. The study focuses on the opinion perspective both teachers, profesional education assistants of and nonprofessional education and the directors of the institutions themselves, have on the dimensions refer to the educational field of inclusion in the areas of politics, culture and Educational practices. Relevant findings and situations are detected which allow us to conclude about how the leadership style directly influences the construction of an inclusive school. In addition, proposals for change are established for improving the educational quality of the investigated institutions, with the identification of the factors which determine the leadership style of the directors to carry out the Institutional Educational Project with the educational community and the Elements of educational exclusion or indicators that hamper the achievement and development of a diverse and inclusive school.