Educational innovation: transformational leadership to transcend administrative models
DOI:
https://doi.org/10.70335/sapiendus.2.2.23Keywords:
Educational leadership, pedagogical innovation, institutional transformation, educational management, organizational culture, transformational leadershipAbstract
Introduction: Leadership in educational institutions represents a determining factor for their development, stagnation or transformation. From a critical and situated perspective, supported by more than a decade of professional experience in the Colombian educational sector, it is evident how many organizations remain trapped in rigid administrative structures that limit
innovation, restrict institutional adaptability and perpetuate obsolete management models. Objective: To reflexively analyze the impact of leadership in the processes of educational transformation and propose concrete keys to transcend traditional administrative management, promoting an ethical, pedagogical and strategic leadership that contributes to the construction of a significant institutional future. Methodology: A hermeneutic reflexive approach is adopted, integrating direct experience with the critical review of recent academic literature and the interpretative analysis of real cases. This methodology allows the construction of a solid argumentation, situated and with high propositional value, without pretension of generalization. Reflection: Through the analysis of real experiences of successful and failed leadership, it is ex-
amined how certain attitudes, decisions and managerial styles impact the organizational climate, pedagogical innovation and institutional sustainability. The urgency of rethinking leadership beyond its operational function, understanding it as a catalyst for the construction of creative, collaborative and change-oriented organizational cultures is raised. Conclusions: Keys are
identified that would allow educational leaders to transcend the administrative logic focused on
the fulfillment of functions, to become strategic agents of institutional transformation, with a strong ethical, pedagogical and social sense, aligned with the demands of the 21st century.
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