Pedagogical leadership in education: a systematic literature review
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Abstract
Pedagogical leadership has emerged as a transformative element in contemporary education. This systematic review examines the scientific literature published between 2019 and 2024, analyzing 25 empirical studies and systematic reviews on pedagogical leadership. The research implemented the PRISMA 2020 protocol, using specialized databases such as ERIC, Scopus, and Dialnet. The results reveal a significant transformation in the understanding of pedagogical leadership, shifting from an administrative approach to a holistic model centered on learning and educational innovation. The findings indicate that effective pedagogical leadership is characterized by four fundamental dimensions: a shared educational vision, teacher professional development, active curriculum management, and the creation of positive learning environments. Key challenges in implementation are identified, including resistance to change, resource limitations, and cultural barriers. The review highlights the critical importance of systematic and contextualized training for pedagogical leaders, emphasizing effective modalities such as mentoring, communities of practice, and in-service training. This study contributes to the understanding of pedagogical leadership as a tool for educational transformation and provides practical guidelines for its effective implementation.
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