Management and leadership of the director in the application of the competency-based curriculum, Educational District 16-01 Cotui

Abstract

The general objective of this research was to analyze the management and leadership of the principals of primary schools located in Educational District 16-01 of Cotuí. Regarding the methodological framework, the research required the selection, construction, and application of methods and techniques that reinforced its scientific rigor, thus allowing the study to be adjusted to the problem, the objectives, and the theory that underpinned the research. It was therefore necessary to use methodological criteria that made it possible to follow the procedure and the steps needed to give the study scientific character.

This research was considered within a non-experi- mental design, since its purpose was the observation of thevariables and not the manipulation of it, in the same way this study had the characteristic of transver- sal design, because the data obtained was studied and describedin a certain period of time, without any type of interruptions. The population is contextualized in space and time. For the study, a sample population of thirty (30) directors of an equal number of educational centers was started, withninety (90) teachers participa- ting at the rate of three per primary school.

According to the results, the principals of the edu- cational centers of the primary level assume the prin- ciples, and the legal dispositions eManáted by the Mi- nistry of Equation. They recognize that the directive function must be exercised with responsiveness, ho- nesty, integrity, equality and respect. They recognize conflict as an opportunity to reflect on and promote improvement in school, dialogue and listening as stra- tegies to reach agreements agreed uponwith members of the educational community. They identify actions to prevent and address the backwardness and riskfactors that lead to exclusion and dropping out of school, ob- serve specific behaviors that indicate that a student is in a situation of child abuse or abuse and knows how to intervene in these cases. Establish collaborative re- lationships with the community, the school zone and other instances to enrich the educational schedule.

The directors also promote the collaboration of fa- milies and other institutions in the effective task of the school,designing strategies to actively involve families in the education of children. They identify actions for the active participation of school councils and parent associations, recognize the importance of sharing ex- periences of school improvement to elaborate educa- tional projects in the school, propose strategies of collaboration between the supervisor and another school official. Determine strategies for the Manágement, administration and use of resources, physical spaces and educational materials, Manáge favorable environ- ments for learning, healthy coexistence, educational inclusion and school safety, foster an effective school climate for the improvement of work in the classroom and the educational results of the school.

The directors exercise the leadership to promote the autonomy of school Manágement, distinguish the attitudes and capacities necessary to exercise the Ma- nágerial function, know the school and work in the classroom, the form oforganization, and the operation of the school for get all students to learn. They deter- mine actions to promote school improvement, consi- der studying and participating in social networks and learning communities as a means to their professional development. They explain the contribution of infor- mation and communication technologies in the stren- gthening and development of the directive task.

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