School management in rural contexts: Institutional articulation challenges from the leadership dimension in the Loba Sur subregion, Colombia
DOI:
https://doi.org/10.66707/tk71hn82Keywords:
school management, rural education, managerial leadership, institutional articulation, territoryAbstract
School management in rural contexts faces particular challenges arising from the territorial, social, and institutional conditions that characterize these educational settings. In regions where geographic dispersion, infrastructure limitations, and limited connectivity constrain the functioning of institutions, managerial leadership plays a decisive role in articulating school processes. Within this context, this study aims to analyze the challenges of institutional articulation faced by school management from the managerial dimension in rural educational institutions located in the subregion of Loba Sur, in the department of Bolívar, Colombia.
The research is developed from a qualitative, interpretive approach, using a multiple case study design involving seven public educational institutions in the region. Information was collected through semi-structured interviews with administrators and teachers, as well as through documentary analysis of institutional management instruments. The analytical process aimed to identify patterns, organizational tensions, and emerging dynamics in managerial management from the participants' perspectives.
The results allow us to understand that school management in these contexts is marked by challenges related to the territorial dispersion of school branches, administrative overload on management teams, and tensions in institutional articulation processes. Likewise, it is observed that administrators develop situated leadership strategies aimed at sustaining institutional functioning through practices of pedagogical coordination, community management, and organizational adaptation to the conditions of the territory.
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