School management and learning improvement. The pedagogical a dimension of the management work

Abstract

This article focuses on the pedagogical dimensions of school management work. It‟s based on findings of a study that aimed to investigate the contribution of school leadership teams to improve institutional conditions for teaching and learning. The research centered on 36 elementary schools in the City of Buenos Aires where improved student performance in language and mathematics practices could be observed, according to the results of jurisdictional assessments during the 2019-2023 period. From this point on, the need arose to explore the perspectives of principals in charge of these institutions regarding their role, as well as the practices and strategies they deploy to materialize the pedagogical-curricular project of the schools they lead. The inquiry made visible the valuable knowledge they produce through practice, as the criteria and guidelines that these leadership teams apply to safeguard the pedagogical dimension of their work. Likewise, it was possible to reveal their capacity to develop critical thinking about their function and about the conditions under which they exercise it, reaffirming their commitment and responsibility in their alternative
strategies) is also a characteristic feature of leadership work in this particular group of schools.