EFFECTS OF LEADING SCHOOL IN LEARNING

Leadership is one of the variables that in the educational context has greater relevance in school results. The present theoretical article seeks to understand the way in which school or pedagogical leadership has been conceptualized and the causal models that explain its correlation with the results of student learning. The methodology used is of documentary review. It is found that the concept of school leadership has not been analyzed for more than a century, going through rigid, bureaucratic and purely administrative models to flexible and distributed models. There is theoretical and empirical evidence of the positive, direct and indirect relationship between leadership and student learning outcomes. It is concluded that the indirect and reciprocal causal relationship between leadership, mediating variables and learning is more common because there is a "spillover effect" in which the dimensions of leadership influence more broadly the dimensions of mediating and moderating variables and these latter variables influence in the result of the students.