Executive leadership and professional teaching profile from an epistemological perspective [Liderazgo directivo y perfil profesional docente desde una perspectiva epistemológica]
DOI:
https://doi.org/10.62574/83j16423Keywords:
science philosophy, science and society, scientific cultureAbstract
Understanding contemporary educational phenomena requires epistemological approaches that transcend reductionist views and capture the complexity of educational processes. In this context, the research objective was to analyse managerial leadership and the professional profile of teachers from an epistemological perspective. The methodology employed was a qualitative documentary review, using the analytical-synthetic method to examine twenty-five scientific articles published between 2020 and 2025 in internationally recognised databases. The results show that both categories have moved from operational conceptions to comprehensive frameworks that recognise their relational and contextual nature. It is concluded that the articulation between managerial leadership and the professional profile of teachers responds to a dialectical interaction, not a linear causality, requiring the overcoming of instrumentalist approaches that reduce educational performance to quantifiable indicators.
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