Liderazgo docente y aprendizaje de las matemáticas: Una revisión sistemática

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

doi:10.53732/rccsociales/e8887

Autores/as

Esteban Lopez 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

Palabras clave:

Educación, matemáticas, liderazgo, aprendizaje, docentes

Resumen

El liderazgo docente en matemáticas representó una estrategia pedagógica clave para transformar las prácticas educativas tradicionales y mejorar los resultados de aprendizaje en educación secundaria y superior. El objetivo del presente estudio fue realizar una revisión sistemática de la literatura sobre las prácticas de liderazgo docente y su impacto en el aprendizaje matemático. Para ello, se aplicó el protocolo PRISMA, estableciendo criterios de inclusión centrados en artículos empíricos publicados entre 2018 y 2024 en las bases de datos Scopus y Web of Science. La muestra final incluyó 18 estudios realizados en diversos contextos internacionales, principalmente en Estados Unidos, Australia y Nueva Zelanda. El análisis consideró tanto los enfoques metodológicos como los factores motivacionales vinculados al ejercicio del liderazgo. Los hallazgos evidenciaron que las prácticas de liderazgo docente más eficaces son aquellas basadas en la colaboración profesional, la retroalimentación reflexiva, el uso de evidencia pedagógica y la construcción de comunidades de aprendizaje. Además, se destacó la influencia positiva de la autoeficacia docente y la satisfacción profesional. Se concluyó que el liderazgo docente en matemáticas no solo promovió la innovación metodológica, sino que también fortaleció la cultura escolar y el compromiso del profesorado.

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