Leadership Skills for the Management of Educational Innovation at the Luis Espinoza Martinez School

Abstract

This study examines the leadership skills needed to strengthen the capacity of principals and teachers in the management and promotion of educational innovation at the Luis Espinoza Martínez School. The research follows a mixed approach and a cross-sectional design, applying the Blake and Mouton Test to the principal and teachers to evaluate key dimensions of leadership, complemented by structured interviews with teachers and parents. The sample includes the principal, nine teachers and forty parents. The results reveal three distinctive leadership profiles in the teaching team: a social approach focused on relationships, a task-oriented authoritarian style, and two team leaders who manage to balance both approaches. The analysis shows that teachers demonstrate significant initiative and skills to implement pedagogical innovations; however, the absence of planning has led to these innovations developing independently. In response to this institutional reality, we propose a program focused on strengthening the already existing capacities of the teaching team, focusing on developing competencies for teamwork, joint planning and systematic evaluation, allowing pedagogical innovations to be implemented in a coordinated and sustainable manner.

Keywords: Education, leadership skills, innovation, educational management, development program.