Modern Conceptualization of the Educational Management Paradigm

Abstract

MANAGERIAL PARADIGM OF THE EDUCATIONAL SYSTEMConceived as an ensemble of beliefs and values, schema, model, the paradigm becomes indispensable in situations of "anomaly" or crisis of a system that calls for new concepts, revolutions or conversions in the faith of the scientific community and psychological and social factors, oriented towards a change of mentality and sensitivity, "which makes us live in a new world."The experience of the transition years towards a new education system, as well as the results of investigations into leadership practices under these conditions, indicates that not all the levers of change have been used to support the new educational goals and objectives. The replacement of the traditional teaching and non-curricular with the curricular system has not integrated the management system, which has remained centralized, without changing the essence of the mission of the school organization in the context of social transformations, the environment, strategy and structure, relationships and networks, the information and communication system, the motivation and stimulation of staff, etc.The results, quality of implementation of new guidelines and educational content depend directly on the judicious, competent implementation of planning-organization, guidance, regulation-self-regulation functions in the education system, appropriate to the changes in the field. It is clear that education reform needs not only an administrator but requires a real manager. The leadership crisis calls for the ability to "tackle larger issues," to "have a global and creative vision," to "positively influence" the functioning of the system as a whole. The managerial structure thus designed can establish a "new administrative constellation".

Factores socioculturales y su incidencia en la gestión educativa en la provincia de Sánchez Carrión, 2022

“…En el contexto internacional tenemos a Bogluţ (2018), la reforma gerencial en Argentina del sistema educativo como concepto pedagógico fundamental implica una construcción epistémica rigurosa basada en el desarrollo de un paradigma capaz de detectar las disfunciones en el sistema y controlar los requisitos, principios y nociones operativas que…”