Teacher Leadership and School Improvement in Argentina: Why is it difficult... why is it urgent?

Pedro León Vivas ^[1] ; Gloria Gratacós ^[2]
1. [1] Universidad Austral
  
  Universidad Austral
  
  Argentina
2. [2] Universidad Villanueva
  
  Universidad Villanueva
  
  Madrid, España
Localización: Teacher Leadership in International Contexts / Charles Webber (ed. lit.), 2023, ISBN 978-3-031-25763-6, págs. 251-271
Idioma: español
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Resumen
- The results achieved by the educational system of Argentina invite us to inquire about different paths for improvement, especially in times characterized by increasing levels of complexity and uncertainty. Our approach takes the school as the unit of analysis and a valid alternative from which to promote sustainable improvement processes. We are interested in considering the possibilities of distributed forms of leadership in promoting and sustaining school improvement capacity. However, if we look at the current organization of secondary schools in Argentina, it presents a configuration that constrains the possibilities for sustainable improvements. The taxi teacher phenomenon disperses energies and limits collaboration between teachers and commitment to schools. In addition, the role and functions of formal leaders leave a little margin to promote the conditions required to develop teacher leadership. In this chapter, we reflect on the potential offered by distributed forms of leadership as scaffolding for improvements in the secondary school in Argentina. On the other hand, we warn about the limitations of the current organizational configuration that restrict their possibilities. Finally, we propose some recommendations and alternatives for action that advocate for an urgent change of paradigm in the organization of teachers and principals in Argentina.