Liderazgo no-parametral para la gestión y transformación de la educación rural colombiana

Leadership has been recognized as fundamental in the generation of a culture of change in educational institutions; however, it has not been much explored in terms of knowledge, actions and challenges faced by rural managers. Precisely, the results of a research that characterized the difficulties presented in the management of rural teaching managers in the Colombian educational system are presented, to propose leadershipguidelines that allow a management that not only manages to break down daily obstacles, but also to schedule educational transformations in rural contexts. The research was qualitative and descriptive, since the study is based on the experience and interpretation of the participants. Six focus groups were carried out with rural teaching managers, applying a semi-structured discussion guide, the sampling was non-probabilistic and convenient. As a result, five difficulties were identified and analyzed: (1) decontextualized guidelines, (2) ambiguous function, (3) pedagogical marginalization, (4) coercive leadership, and (5) burdened subjectivity. The problems of an educational system focused on qualification and efficiency are analyzed, which could deploy the gaze on institutional actors, contexts, and changes. Likewise, the consolidation of a non-parametric leadership is proposed, that is, one that is not inoculated by the conceptual assumptions and styles of leadership, but a practice that adapts to the needsof rural areas and promotes a critical reflection from the experience of educational leaders in their context. Finally, the implications for research and educational policy are discussed.