School leaders’ beliefs: implications in the educational leadership

Abstract The aim of this article is to reveal the beliefs that leaders have on the instructional design, learning and assessment process, according to the pedagogical approach by transmission or construction. The work subscribes to the educational research. There, participated 10 principals who lead schools in primary and secondary education, in Araucania region, Chile. To collect the information, a questionnaire Likert scale is applied and is done in a group discussion among participants. The quantitative results show that hybrid beliefs coexist in the principal thinking from pedagogical approaches b transmission and construction. However, when analyzing the discursive content, transmission beliefs emerge. In conclusion, prevailing the principal beliefs with a pedagogical approach underlying transmission decisions of these leaders. Arises the need of management training focused on pedagogical leadership that stresses and rebuild the beliefs of school principals.

摘要 本文旨在基于传递式（transmission）与建构式（construction）教学法视角，揭示中小学校长在教学设计、学习与评价流程中所持有的教育理念。本研究隶属于教育研究范畴，研究对象为智利阿劳卡尼亚大区10名执掌中小学的校长。为采集研究数据，本研究采用李克特量表（Likert scale）问卷，并辅以小组座谈的形式开展。定量分析结果显示，校长的教育理念兼具传递式与建构式教学法的双重特征，两种理念共存于其认知体系中。但对座谈话语内容进行分析后可见，传递式教学法的教育理念占据主导地位。综上，校长们所持有的教育理念多以传递式教学法为核心，并据此做出各类学校管理决策。由此可见，亟需开展聚焦教学领导力的管理培训，以强化并重塑校长们的教育理念。