School leadership and institutional challenges in Ecuador
Silvia-Maria Chireac, María de los Ángeles Guamán Coronel
This study examines school leadership in the Ecuadorian context based on the challenges and issues identified by principals from different educational institutions. Using a qualitative approach, the research seeks to understand how school leaders perceive and address the difficulties that affect teaching-learning processes and students’ academic performance. The findings reveal recurring problems related to limited teacher training, insufficient disciplinary updating, the inadequate use of active methodologies and technological tools, weaknesses in the didactics of Experimental Sciences, and a lack of equipment and infrastructure, as well as tensions in assessment processes and family involvement. Additionally, the study identifies context-specific challenges associated with intercultural settings, where school leadership must balance pedagogical innovation with the preservation of cultural and linguistic identity. The study concludes that school leadership in Ecuador operates within complex scenarios that require not only management and supervisory skills, but also context-sensitive pedagogical leadership aimed at teacher support, institutional improvement, and the development of educational communities committed to providing relevant and high-quality education.
Keywords
School leadership, Education, Ecuador, Management, Pedagogy.
