Liderazgo inclusivo como elemento clave del desarrollo educativo
Abstract
Este estudio tuvo como objetivo evaluar los elementos clave que permiten un liderazgo inclusivo para el desarrollo educativo peruano, a través de la experiencia canadiense. Mediante de un enfoque mixto, se utilizó el diseño anidado concurrente de varios niveles, la muestra se conformó por dos grupos: 1029 participantes de 20 instituciones educativas en Perú y Canadá, a quienes se aplicó la escala de liderazgo inclusivo LEI-Q, el segundo grupo estuvo conformado por 10 directores canadienses a quienes se aplicó un focus group. Más del 90% de canadienses evidencian que existe un liderazgo inclusivo en las instituciones, mientras que, en Perú el 79% precisan no haber liderazgo inclusivo. Los directores canadienses hicieron énfasis en tres elementos clave que permiten impulsar el liderazgo inclusivo: aprendizaje crítico reflexivo, fomentar relaciones con la comunidad educativa y promoción del liderazgo inclusivo. Para hacer que la inclusión sea una realidad en las escuelas públicas peruanas se requiere un énfasis continuo en la condición humana y una atención deliberada a los marcos de transformación sociocultural y sistémica.
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