Management strategies to strengthen leadership performance in intercultural bilingual schools in Loreto

Abstract

Educational management and leadership performance are key factors in ensuring the quality of pedagogical processes and the achievement of meaningful learning outcomes in educational institutions. In the context of intercultural bilingual schools located in rural areas of the Peruvian Amazon, school leaders face multiple challenges related to geographical limitations, scarce educational resources, and insufficient training in school management. In this framework, the objective of this study was to design a management strategy aimed at improving leadership performance in intercultural bilingual schools belonging to a Local Educational Management Unit in the Loreto region. The research was conducted under the socio-critical paradigm with a mixed-methods approach, predominantly qualitative, and a non-experimental applied educational research design. The sample consisted of 40 teachers, 2 school principals, and 2 educational specialists selected through non-probabilistic convenience sampling. Data collection was carried out using surveys and semi-structured interviews, supported by questionnaires and interview guides validated through expert judgment. The results revealed weaknesses in pedagogical management, institutional planning, and monitoring of teaching practices, as well as the absence of collegial work spaces and the presence of improvisation in the exercise of leadership roles. Based on the diagnostic findings, a management strategy was proposed focused on strengthening pedagogical leadership, collaborative work among teachers, and systematic pedagogical support. This proposal aims to improve institutional organization and contribute to meaningful student learning. The study concludes that strengthening leadership competencies through context-based management strategies is a key factor in improving educational quality in intercultural bilingual schools.