Abstract:

At present, school management, managerial performance and leadership are aspects of utmost importance and growing interest in the educational context. Every individual has the opportunity to take on leadership roles, but it is imperative that educators, in their pedagogical and professional work, acquire in-depth and competent knowledge of school leadership and managerial leadership.

The educational reality that is presented today in Colombia shows the need to make changes that allow the transformation of pedagogical practices, in order to achieve improvements in education. However, the transformation process is so broad and requires a lot of effort, dedication and commitment on the part of all the entities involved in the educational act.

Thus, the reality for school leaders is also limited by the lack of training, motivation and renewal in the search to meet the demands that today 's society, increasingly modern and demanding, requires. This would also represent a change in the implementation, execution and assessment methods within the classroom.

Taking into account the educational reality in which we are currently immersed in Colombia and based on what has already been mentioned, it is necessary to focus attention and this research around the following question: How can the incidence of educational leadership in training processes and its relationship with the didactic strategies applied in the school classroom be recognized?

This research is framed in a qualitative approach, and the use of the inductive method has been chosen. The sample of this research is composed of 20 public educational institutions located in the departments of Antioquia, Cundinamarca, Huila and Tolima, in the central region of Colombia.

Regarding the analysis of the results obtained from the related interviews, it is revealed that, in public educational institutions in the Andean region of Colombia, leadership education does not exert a significant influence on teaching and learning processes. Teachers seem to focus their work in the classroom around the structure of the subjects and not so much on the development of leadership skills among students. For their part, students conceive leadership as the ability to positively influence a group, which could contribute to improving educational management, encouraging pedagogical innovation, participation and commitment of the school community.

On the other hand, it was found that, among the responses, the most relevant subcategories are the use of didactic strategies in classrooms as a way to create leaders in schools. The results obtained indicate that teachers are aware of the influence of leadership in the educational environment and recognize the didactic strategies they apply. However, there is a lack of clarity about the specific impact of these strategies on leadership development, both by teachers and students.

Ultimately, this study underlines the inextricable interdependence that exists between teaching strategies, education, learning processes in different subjects, and the influence of leadership in the context of training classrooms. It emphatically highlights the need to adopt a holistic approach that incorporates leadership as an essential and indivisible component of the educational process as a whole. Rather than being seen as an isolated element, its importance is recognized as an intrinsic and fundamental part of the very fabric of education.

Keywords:

Educational Leadership, Training Processes, Didactic Strategies.