In this paper, the importance of research as a means to achieve management that allows an improvement in the teaching, organization and learning process of students will be explained.
We will also analyze the concept of management and regulations seen from different perspectives to have a better understanding of what these two words mean, the relationship that exists between the two and thus not fall into conflicts when applying or implementing management within the school.
In the same way, the types of management, such as pedagogical, school, educational and institutional, their role within an institution, and the convergence that exist between them will be covered.
Finally, the importance and the relationship between management and innovation within institutions must be known in order to generate changes and thus achieve improvement in those problems that may be affecting all institutional processes, whether in the organization, in practice. teacher or in the curriculum.
EDUCATION MANAGEMENT
Society is involved in a wide variety of problems in different areas, which is why it is necessary to carry out in-depth research to determine the needs and possible solutions that improve these anomalies.
That is why in the educational field it is not excluded from said anomalies, in which it is necessary to carry out research that allows us to generate an analysis of all the parts or components of the problem and thus have a general panorama of the situation in the that the country's education is immersed.
In this way the investigation will provide us with the necessary data to attack the real problem from its roots; This determines the elements that affect education, which may be the curriculum, the methodology, the teaching-learning process, the organizational, administrative or educational system.
Once the investigation is carried out, it is necessary to be clear about what is management? Having this concept clear, we will be able to move forward without confusing management only with the bureaucratic sphere, so that good ideologies can be generated that allow the development of innovations that solve and improve institutional problems.
In this way we cannot conceive that management is related to the administrative or organizational field because we would leave management seen from the bureaucratic perspective in which the teacher has the function of teaching and carrying out procedures or paperwork that prevent or limit the teaching practice within from the classroom.
In addition to this, different authors define management as:
Mintzberg (1989) and Stoner (1996) assume, respectively, the term management as the provision and organization of the resources of an individual or group to obtain the expected results.
Hopkins and Reynolds (2006) mention that management is the way of acting deliberately by transforming their own practices as a condition for improving student learning.
If we analyze the first concept, it focuses on the daily action carried out by the teacher, where management is focused on carrying out procedures or procedures to achieve the expected objectives.
Meanwhile, the second concept focuses more on the supposed autonomy that is given to the teacher to be able to improve their practices through the implementation of new ways of teaching, to achieve an improvement in the teaching-learning process.
In this way, it is necessary for the management concept to be clear to all those who are involved and immersed within institutional organizations, in order to achieve good management, the function of roles, goals and innovations.
In the same way, the types or categories of management must be known, to know the convergence that exists between all these dependencies and that they are within the educational system, taking into account that they are all intertwined to have a good functioning within an institution. and if any of these fail in its organization or operation can affect the processes of the other institutional dependencies, in this case the school tends to be more affected, since it carries out everything managed.
Within the categories of educational management (system) are: institutional management (structure), school management (educational community) and pedagogical management (the classroom), which are the different areas and levels into which the management in which it can act and generate changes for educational improvement in accordance with the requirements of the regulations.
Institutional management: This focuses on the way in which each organization translates what is established in the policies; it refers to the subsystems and the way in which they add their particularities to the general context.
With this definition, it can be said that it is the way in which institutions organize their functional structures in order to adapt the programs and planning implemented by the government to the context in which the school is located; Likewise, it will allow a good conduction of said programs at the time of their application in the pedagogical field.
Meanwhile, school management is understood as the set of tasks carried out by the actors of the educational community (principal, teachers, support staff, parents and students), linked to the fundamental task that has been assigned to the school.
With this we can say that school management is the bonding of the people who interact with the school, in order to contribute to the improvement of it and thus ensure that the school environment is adequate, promoting student learning.
Pedagogical management is the coordinated work of actions and resources to enhance the pedagogical and didactic process that teachers carry out collectively, to direct their practice to the fulfillment of educational purposes.
With the aforementioned we can contribute that pedagogy management is focused on what the teacher does in order to intentionally promote the improvement of their educational practice, meanwhile the teacher is in charge of applying the general principles of the mission within the classroom environment education in a specific field, with the objective of meeting the goals or achievements of the curriculum in student learning.
Recapitulating the above about how to carry out good management, it is important to know the regulations of an institution and its conception so as not to fall into confusion that prevents the optimal development of the school. Therefore, the definition of normativity is a notion through which the dimensions of regularity and stability of social orders are explained.
In other words, the rules that govern an institution are a fundamental point in order to adequately develop the work processes, with the aim of achieving the goals proposed by the institution.
Norms also allow all individuals in an institution to carry out their corresponding activities in a responsible and efficient manner; trying in turn an order in the behavior of individuals so that the organization of an institution is not affected. Here is the importance of compliance with institutional rules that are the mediators for the proper functioning of any institution or organization.
Management and regulations cannot be separated, because in order to develop management it is necessary to follow certain guidelines that allow management to reach its splendor and seek institutional improvement.
If all the aforementioned are carried out within the different classifications of management, it will be achieved that each institution can carry out the management without fear of failure or making a mistake in its implementation process, because it will have a notion of its conceptualization and its guidelines of a correct way.
Achieving good management leads to the innovation step, which is conceptualized as creating something new within what is already established, to generate a change or improvement to something that is not working properly.
Taking this concept to the educational field; This element is important within a school, because through innovation something that is already obsolete and is not giving the expected results can be improved.
Returning to the topic of research previously explained and linking it with innovation, they have a great convergence in themselves because the research will provide us with a detailed analysis of the different problems that an institution has and in the same way it will make its needs known.
Innovations must start from this analysis in order for them to work, since there will be a general overview of school deficiencies, therefore we will know how, where and why to innovate.
It is also necessary that innovations arise from the context of the problem, so that it is not out of date from reality at the time of its insertion and does not have complications at the time of its development.
During the process of elaboration or design of the innovation it is necessary that all the actors immersed within the educational field are involved; so that at the time of their institutionalization there are no obstacles in the process of their insertion.
Finally, if we take into account research as a starting point to generate both innovation and management, we will comply with the guidelines that it requires, we will ensure that the entire institution has a good operation, a good organization and with this the objectives will be achieved expected, always seeking educational improvement.
CONCLUSION
After having analyzed the concepts of research, management and innovation, it can be concluded that to achieve a true positive change it is necessary to follow certain steps, as mentioned earlier in the essay. If these steps are followed properly, we will achieve our goal of improving the education process.
In order to develop a successful management it is important to carry out an analysis of all the problems with an institution's account and this will be achieved through research, but said research must start from the social context and must be carried out by the actors immersed within the school, because they know each of the needs that the school has, therefore the problems will be attacked from their genesis.
In the same way, if good management is generated, other processes such as innovation will not be affected because there will be an in-depth study of what schools really need to improve.
It should also be noted that it is necessary to carry out the regulations or guidelines of each institution so that there are no internal conflicts between the actors of the school when implementing the innovation and thus achieve a radical change that allows improving the quality of education.
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