Educational resilience and teacher leadership for educational transformation in times of uncertainty: a review of the international literature
DOI:
https://doi.org/10.5281/zenodo.18774203Keywords:
educational resilience , teacher leadership , professional communities, educational transformationAbstract
A growing body of research in recent decades has addressed how educational institutions have been able to challenge profound transformations in their professional cultures. Social and economic inequality, digitalization, and even the latest health crisis have called into question the organizational dynamics developed to date. As a result, resilience, leadership, and professional learning communities have acquired essential value. Consequently, this study aims to conduct a theoretical review of the specialized literature. The findings highlight three emerging themes: resilience as a strength for creating educational communities that learn in the face of challenges and diversity; teacher leadership as a driver of change; and professional learning communities as a space for collective commitment. Based on these findings, it is concluded that it is necessary to promote collaborative teaching practices and offer training and guidance for the design of institutional strategies that strengthen equity, inclusion, and sustainability in educational environments.
Downloads
References
Aliu, J., Kaçaniku, F., & Saqipi, B. (2024). Teacher Leadership: A Review of Literature on the Conceptualization and Outcomes of Teacher Leadership. International Journal of Educational Reform, 33(4), 388-408. https://doi.org/10.1177/10567879241268114
Alsina Tarrés, M., & Mallol Macau, C. (2021). Estilos de liderazgo e implicación docente en secundaria: Una aproximación (au-to)biográfica. Profesorado. Revista de Currículum y Formación del Profesorado, 25(3), 197-218. https://doi.org/10.30827/profesorado.v25i3.9309
Bass, B. M. (1995). Theory of transformational leadership redux. Leadership Quarterly, 6, 463-478. https://doi.org/10.1016/1048-9843(95)90021-7
Bernal, A., & Ibarrola, S. (2015). Liderazgo del profesor: objetivo básico de la gestión educativa. Revista Iberoamericana de educación. https://bit.ly/49H4FyO
Berry, B., & Farris-Berg, K. (2016). Leadership for Teaching and Learning: How Teacher-Powered Schools Work and Why They Matter. American Educator, 40(2), 11. https://files.eric.ed.gov/fulltext/EJ1104454.pdf
Bolívar, A. (2010). El liderazgo educativo y su papel en la mejora: una revisión actual de sus posibilidades y limitacio-nes. Psicoperspectivas, 9(2), 9-33. http://dx.doi.org/10.5027/psicoperspectivas-Vol9-Issue2-fulltext-112
Bolívar, A. (2018). Sentido de un Marco Español para la Buena Dirección en la problemática actual de la dirección escolar. Or-ganización y gestión educativa. Revista del Fórum Europeo de Administradores de la Educación, 26, (2), 20-23.
Bolívar, A. (2024). Una demanda de una identidad profesional de la dirección escolar en España: desarrollo y obstáculos. Avances En Supervisión Educativa, (42), 12-24. https://doi.org/10.23824/ase.v0i42.897
Booth, A., Sutton, A., & Papaioannou, D. (2016). Systematic Approaches to a Successful Literature Review (2nd ed.). SAGE Publications.
Calatayud Salom, M. A. (2017). La metamorfosis del liderazgo educativo: Hacia nuevas tendencias. Revista Perspectiva Em-presarial, 4(2), 7-18. https://doi.org/10.16967/rpe.v4n2a1
Carrio Carro, L., Castro Delgado, R., & Arcos González, P. (2019). Revisión del concepto de resiliencia en el campo de los desastres y su evolución. Revista Española de Comunicación en Salud, Suplemento 1, S8-S18. https://doi.org/10.20318/recs.2019.4590
Day, C. (2018). What is teaching about? Professionalism and the limitations of standards and competences. European Journal of Education, 54(3), 315-318. https://doi.org/10.1111/ejed.12348
Day, C., & Gu, Q. (2015). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Routledge. https://doi.org/10.4324/9780203578490
Day, C., & Gu, Q. (2023). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education. Special Issue, 33(4), 423–443. https://doi.org/10.1080/03054980701450746
Day, C., Sammons, P., Leithwood, K., Hopkins, D., Gu, Q., Brown, E. y Ahtaridou, E. (2010). Successful School Leadership: linking with learning and achievement, Maidenhead. The leadership quarterly, 11(4), 581-613.
DelaFuente-García, P., & Álvarez-Álvarez, C. (2024). La resiliencia del personal directivo de centros educativos: Revisión siste-mática de la literatura. Revista Profesorado, 28(2). https://doi.org/10.30827/profesorado.v28i2.29651
Edwards, A. (2019). Supporting resilience in education: Perspectives from international research and practice. Routledge.
Flores, G. D. L. C. (2022). Evaluación docente con enfoque formativo: El papel del acompañamiento entre pares. Aula, 29, 313-326. https://doi.org/10.14201/aula202329313326
García Carreño, I. D. V., & Olmo Extremera, M. (2013). Enfoques actuales de liderazgo y estilos de dirección escolar: Revisión teórica. En M. C. Cardona Moltó, E. Chiner Sanz, & A. Giner Gomis (Eds.), Investigación e Innovación Educativa al Servicio de Instituciones y Comunidades Globales, Plurales y Diversas: Actas del XVI Congreso Nacional / II Internacional Modelos de Investigación Educativa de la Asociación Interuniversitaria de Investigación Pedagógica (AIDIPE) (pp. 1143-1151). Universidad de Alicante.
González Fernández, R., Palomares Ruiz, A., López Gómez, E., & Gento Palacios, S. (2019). Explorando el liderazgo pedagógico del docente: su dimensión formativa. Contextos Educativos. Revista De Educación, (24), 9–25. https://doi.org/10.18172/con.3936
González, M. T. (2014). El liderazgo para la justicia social en organizaciones educativas. Revista Internacional de Educación para la Justicia Social, 3(2), 85-106. https://doi.org/10.15366/riejs2014.3.2.004
Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44. https://doi.org/10.1080/01411926.2011.623152
Gu, Q., & Day, C. (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22–44. https://doi.org/10.1080/01411926.2011.623152
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press. https://www.scirp.org/reference/referencespapers?referenceid=2916052
Harris, A., & Jones, M. (2020). COVID 19 – school leadership in disruptive times. School Leadership & Management, 40(4), 243–247. https://doi.org/10.1080/13632434.2020.1811479
Hernández-Castilla, R., Murillo, F. J. e Hidalgo Farran, N. (2017). Lecciones aprendidas del estudio del liderazgo escolar exitoso. Los casos de España en el Proyecto Internacional ISSPP. Revista de Investigación Educativa, 35(2), 499-518. https://doi.org/10.6018/rie.35.2.279241
Johnson, L. (2017). The lives and identities of UK Black and South Asian head teachers: Metaphors of leadership. Educational Management Administration & Leadership, 45 (5), 842-862. https://journals.sagepub.com/doi/abs/10.1177/1741143217717279
Kırkıç, K. A., y Balcı, T. D. (2021). Organizational commitment levels of preschool teachers and administrators’ leadership styles. Problems of Education in the 21st Century, 79(2), 207-219. https://doi.org/10.33225/pec/21.79.207
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Lipscombe, K., Tindall-Ford, S., & Lamanna, J. (2023). School middle leadership: A systematic review. Educational Management Administration & Leadership, 51(2), 270-288.El liderazgo intermedio es un puesto complejo y cada vez más importante en la dirección de centros escolares. https://doi.org/10.1177/1741143220983328
Llorent-Bedmar, V., Cobano-Delgado, V., y Navarro-Granados, M. (2017). School Leadership in Disadvantaged Contexts in Spain: Obstacles and Improvements. Educational Management Administration and Leadership, 11, 1–18. https://journals.sagepub.com/doi/abs/10.1177/1741143217728084
Luthar, S. S., & Brown, P. J. (2007). Maximizing resilience through diverse levels of inquiry: Prevailing paradigms, possibilities, and priorities for the future. Development and Psychopathology, 19(4), 931-955. https://doi.org/10.1017/S0954579407000454
Male, T., y Palaiologou, I. (2015). Pedagogical leadership in the 21st century: Evidence from the field. Educational Management Administration & Leadership, 43(2), 214- 231. https://journals.sagepub.com/doi/10.1177/1741143213494889
Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77–87. https://doi.org/10.1016/j.tate.2015.11.016
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American psychologist, 56(3), 227. https://doi.org/10.1037//0003-066x.56.3.227
McCrea, R., Walton, A., & Leonard, R. (2014). A conceptual framework for investigating community wellbeing and resilience. Rural society, 23(3), 270-282. https://doi.org/10.1080/10371656.2014.11082070
Money, V. (2017). Effectiveness of Transformational Leadership Style in Secondary Schools in Nigeria. Journal of Education and Practice, 8(9), 135-140. https://files.eric.ed.gov/fulltext/EJ1138836.pdf
Moya, G. C., Hilares, F. C. M., Bravo, G. D. P. A., & Rodríguez, J. S. (2022). Liderazgo transformacional y resiliencia en docentes de una Institución Educativa del Perú. Warisata-Revista de Educación, 4(11), 69-79. https://doi.org/10.61287/warisata.v4i11.6
Murakami, E. T., y Tornsen, M. (2017). Female Secondary School Principals. Equity in the Development of Professional Identities. Educational Management Administration and Leadership, 45 (5), 806–824. https://journals.sagepub.com/doi/pdf/10.1177/1741143217717273?download=true
Olmo-Extremera, M., & Domingo-Segovia, J. (2018). La resiliencia a partir de las relaciones profesionales en centros educativos desafiantes. Educação & Formação, 3(9), 3-19. https://doi.org/10.25053/redufor.v3i9.864
Olmo-Extremera, M., Farias, I. M. S. de., & Domingo Segovia, J. (2021). Construir resiliencia en las escuelas desde la acción de liderazgo. DEDiCA. Revista de Educação e Humanidades, 18, 69-90. https://doi.org/10.30827/dreh.vi18.17002
Petridou, A., Nicolaidou, M., & Karagiorgi, Y. (2017). Exploring the impact of professional development and professional practice on school leaders’ self-efficacy: a quasi-experimental study. School effectiveness and school improvement, 28(1), 56-73. https://doi.org/10.1080/09243453.2016.1236734
Reimers, F. M., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 pandemic of 2020. OECD. https://www.oecd.org/en/publications/a-framework-to-guide-an-education-response-to-the-covid-19-pandemic-of-2020_6ae21003-en.html
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). Impacto del liderazgo en los resultados de los estudiantes: una comparación entre liderazgo instruccional y transformacional. Educational Administration Quarterly, 44(5), 635-674. https://doi.org/10.1177/0013161X08321509
Rodríguez, C. L., Acosta Vázquez, A. M., & Torres Arcadia, C. (2020). Liderazgo directivo para la justicia social en contextos vulnerables. Estudio de caso de directores escolares mexicanos. Perspectiva Educacional, 59(2), 4-26. http://dx.doi.org/10.4151/07189729-vol.59-iss.2-art.1025
Santa, Á. M., Muñoz, C. L., López, J. R., Martínez, J. Q., Rojas, Y. S., & Palacio, Z. P. (2022). Liderazgo transformacional y cultura organizacional. Gestión de la seguridad y la Salud en el Trabajo, 4(1), 23-31. https://doi.org/10.31876/rcs.v30i4.43041
Serrano-Cadena, E. A. (2025). Liderazgo escolar y transformaciones sociales: una revisión sistemática. Portal De La Ciencia, 6(1), 47–63. https://doi.org/10.51247/pdlc.v6i1.481
Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence‐informed management knowledge by means of systematic review. British Journal of Management, 14(3), 207–222. https://doi.org/10.1111/1467-8551.00375
UNESCO (2015). Replantear la educación¿ Hacia un bien común mundial?. París: UNESCO. https://bibliotecadigital.mineduc.cl/handle/20.500.12365/17315
Yánez, L. E. A. (2024). Gerencia educativa en el desarrollo de habilidades blandas de resiliencia docente de la Unidad Educativa “Juan De Salinas”, Ecuador. Revista Veritas De Difusão Científica, 5(2), 1416-1446. https://doi.org/10.61616/rvdc.v5i2.151
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Anabel Quesada Castellano, María Dolores Díaz Durán, Cristina Cruz González, Estela Isequilla Alarcón (Autor/a)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Reconocimiento – No comercial: El material creado por usted puede ser distribuido, copiado y exhibido por terceros si se muestra en los créditos. No se puede obtener ningún beneficio comercial.
