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Educ. Sci. 2018, 8(4), 217; https://doi.org/10.3390/educsci8040217

The Pedagogical Leadership of the Mathematics Faculty: A Systematic Review

1
Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain
2
Department of Didactic of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain
3
Research Unit for Inland Development (UDI)—Polytechnic of Guarda, 6300-559 Guarda, Portugal
*
Author to whom correspondence should be addressed.
Received: 13 October 2018 / Revised: 7 December 2018 / Accepted: 11 December 2018 / Published: 14 December 2018
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Abstract

Background: Research on educational leadership has transcended the international sphere. Numerous studies have been developed on this factor of educational improvement. Few is their number, contextualized in the mathematics area and specifically the teachers. Methods: This paper presents a systematic review that highlights the importance of school leadership and mathematics education, providing empirical evidence on the positive impact that the former has on the latter. The method has been adapted to the guidelines promulgated in the PRISMA declaration, to ensure its systematicity. Results: Regarding the results, most of the research included in this review has found positive leadership effects on teacher professionalism, teaching and learning processes, and student performance. Conclusions: As limitations, the prescriptive nature of legislation and organizational structures has been found, which impedes the implementation of more effective leadership modalities. View Full-Text
Keywords: mathematics education; leadership; department; coordination; higher education; high school mathematics education; leadership; department; coordination; higher education; high school
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García-Martínez, I.; Ubago-Jiménez, J.L.; López-Burgos, J.; Tadeu, P. The Pedagogical Leadership of the Mathematics Faculty: A Systematic Review. Educ. Sci. 2018, 8, 217.

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