Liderazgo docente y aprendizaje de las matemáticas: Una revisión sistemática

Esteban López; Darwin Marcelo Varela Lascano; Diego Fernando Salas Heredia; Gloria Verenice Ortega Reyes; Melani Carolina  Jurado Soria

doi:10.53732/rccsociales/e8887

Authors

Esteban López Investigador Independiente. Ambato, Ecuador https://orcid.org/0009-0008-1408-2138
Darwin Marcelo Varela Lascano Universidad Regional Amazónica Ikiam. Grupo de investigación Bioeconomía y Biocomercio. Tena, Ecuador https://orcid.org/0009-0006-6958-2776
Diego Fernando Salas Heredia Unidad Educativa Eloy Baquero Lugo. Tena, Ecuador https://orcid.org/0009-0000-9464-2730
Gloria Verenice Ortega Reyes Unidad Educativa Amazónica. Tena, Ecuador https://orcid.org/0009-0000-4446-8383
Melani Carolina Jurado Soria Unidad Educativa Amazónica. Tena, Ecuador https://orcid.org/0000-0002-4848-2390

DOI:

https://doi.org/10.53732/rccsociales/e8887

Keywords:

education, mathematics, leadership, learning, teachears

Abstract

Teacher leadership in mathematics represented a key pedagogical strategy for transforming traditional educational practices and improving learning outcomes in secondary and higher education. The objective of this study was to conduct a systematic review of the literature on teacher leadership practices and their impact on mathematical learning. To this end, the PRISMA protocol was applied, establishing inclusion criteria focused on empirical articles published between 2018 and 2024 in the Scopus and Web of Science databases. The final sample included 18 studies conducted in various international contexts, mainly in the United States, Australia, and New Zealand. The analysis considered both methodological approaches and motivational factors linked to the exercise of leadership. The findings showed that the most effective teacher leadership practices are those based on professional collaboration, reflective feedback, the use of pedagogical evidence, and the construction of learning communities. In addition, the positive influence of teacher self-efficacy and professional satisfaction was highlighted. It was concluded that teacher leadership in mathematics not only promoted methodological innovation but also strengthened school culture and teacher commitment.

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