<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042024000201303</article-id>
<article-id pub-id-type="doi">10.18861/cied.2024.15.2.3822</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones de liderazgo distribuido: estudio de caso de un liceo público de Montevideo]]></article-title>
<article-title xml:lang="en"><![CDATA[Perceptions of distributed leadership: case study of a public high school in Montevideo]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepções de liderança distribuída: estudo de caso de um liceu público em Montevidéu]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zito Iglesias]]></surname>
<given-names><![CDATA[Maximiliano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Uruguay  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042024000201303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042024000201303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042024000201303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La investigación propone un estudio situado de dinámicas de liderazgo distribuido, a partir del caso de un liceo público del Zonal Oeste de Montevideo. Se diseñó una metodología cualitativa, a partir de la operacionalización del concepto &#8220;liderazgo distribuido&#8221;, del que se desprendieron tres dimensiones: decisiones compartidas; misión, visión y metas compartidas; y desarrollo profesional docente. Se realizaron entrevistas semiestructuradas a una muestra representativa de actores institucionales, teniendo en cuenta su antigüedad en el centro, rol que desempeña y área de la asignatura que dicta, si corresponde. Se halló que los actores perciben la existencia de dinámicas de liderazgo distribuido, que inciden positivamente en su trabajo en el centro, y que es articulado por una dirección que, al menos parcialmente, logra impregnar las prácticas de los actores de un sentido común, en torno a una misión orientadora. Los actores entrevistados detectaron como principales obstáculos la falta de apropiación de algunos docentes de los espacios de participación (encarnados en la ausencia de iniciativas y el escaso involucramiento en las coordinaciones de centro), la renuencia a generar instancias por fuera de las dinámicas de aula tradicionales, la carencia de recursos para brindar acompañamiento a personal y alumnos, y la necesidad de mayores horas remuneradas de coordinación y planificación colaborativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The research proposes a situated study of distributed leadership dynamics based on the case of a public high school in the Zonal Oeste of Montevideo. A qualitative methodology was designed based on the operationalization of the concept of "distributed leadership," from which three dimensions emerged: shared decision-making, shared mission, vision, and goals, and professional development of teachers. Semi-structured interviews were conducted with a representative sample of institutional actors, considering their tenure at the school, their role, and, if applicable, the subject area they teach. The findings indicate that the participants perceive distributed leadership dynamics that positively impact their work within the school. These dynamics are articulated by a management team that, at least partially, succeeds in instilling a common purpose in the participants' practices centered around a guiding mission. The interviewees identified several main obstacles: some teachers' lack of engagement in participatory spaces (evident in the lack of initiatives and low involvement in center-wide meetings), reluctance to create opportunities beyond traditional classroom dynamics, insufficient resources to support staff and students, and the need for more paid hours for coordination and collaborative planning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pesquisa propõe um estudo situado das dinâmicas de liderança distribuída, com base no caso de um liceu público na Zona Oeste de Montevidéu. Foi desenhada uma metodologia qualitativa, a partir da operacionalização do conceito de "liderança distribuída", da qual emergiram três dimensões: decisões compartilhadas; missão, visão e metas compartilhadas; e desenvolvimento profissional dos professores. Foram realizadas entrevistas semiestruturadas com uma amostra representativa de atores institucionais, considerando sua antiguidade no centro educativo, o papel que desempenham e a área da disciplina que lecionam, se aplicável. Constatou-se que os atores percebem a existência de dinâmicas de liderança distribuída, que impactam positivamente em seu trabalho no centro, e que é articulada por uma direção que, pelo menos parcialmente, consegue incutir as práticas dos atores com um senso comum, em torno de uma missão orientadora. Os atores entrevistados identificaram como principais obstáculos a falta de apropriação por parte de alguns professores dos espaços de participação (representada pela ausência de iniciativas e pelo envolvimento limitado nas coordenações do centro), a relutância em gerar instâncias fora das dinâmicas tradicionais de sala de aula, a falta de recursos para fornecer apoio ao pessoal e aos alunos, e a necessidade de mais horas remuneradas para coordenação e planejamento colaborativo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[estilos de liderazgo]]></kwd>
<kwd lng="es"><![CDATA[estudios de caso]]></kwd>
<kwd lng="es"><![CDATA[liceos públicos]]></kwd>
<kwd lng="es"><![CDATA[directores]]></kwd>
<kwd lng="en"><![CDATA[leadership styles]]></kwd>
<kwd lng="en"><![CDATA[case studies]]></kwd>
<kwd lng="en"><![CDATA[public schools]]></kwd>
<kwd lng="en"><![CDATA[principals.]]></kwd>
<kwd lng="pt"><![CDATA[estilos de liderança]]></kwd>
<kwd lng="pt"><![CDATA[estudos de caso]]></kwd>
<kwd lng="pt"><![CDATA[liceus públicos]]></kwd>
<kwd lng="pt"><![CDATA[diretores.]]></kwd>
</kwd-group>
</article-meta>
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