Female Pedagogical Leadership in Latin American Schools

Abstract

In the complex framework that characterizes Latin American education marked by strong inequality and unsatisfactory results, even more accentuated by the COVID-pandemic19, this article described and analyzed, from a gender perspective, the pedagogical leadership in a group of Salesian Catholic Schools in 21 countries from the Continent, considered for its relevance as a major factor for the improvement of Learning. For this purpose, quantitative research was carried out through the application of the questionnaire technique, with a probabilistic and stratified sample that included 330 Principals. Among the main results were found the predominance of female school leadership (66.7%) and more consolidated pedagogical approach practices in women who exerted this role, as well as others that require greater impetus and training in the Principals and their teams as a whole.

Keywords:Gender Issues, Educational Administration, Catholic schools, Instructional Leadership, Statistical Analysis