Educational management for the development of research skills in teachers

Abstract

Introduction. In the current context of educational transformation, research is no longer an exclusive competence of the university sphere, but rather an urgent need at all educational levels. For teachers to develop research skills, it is essential to have a supportive institutional environment. In this regard, educational management plays a decisive role in facilitating or limiting the necessary conditions for classroom-based research. Objective. To analyze how efficient educational management can create a conducive environment for the development of research skills in teachers. Methodology. The study adopted a qualitative approach and a descriptive scope, aimed at characterizing management dynamics and their effects on teaching practice. To obtain data, a semi-structured interview was conducted with an institutional director, and a survey was administered to teachers using a Likert-scale questionnaire with ten items. This strengthened the validity of the results and facilitated interpretative analysis. Results. The presence of pedagogical leadership, strategic planning, and training spaces directly impacts teachers' motivation and engagement in research. Where managers assume an active and visionary role, research emerges as a feasible and valued practice. Conclusion. A model of educational management focused on the professional development of teachers, with a research-oriented vision and academic leadership capacity, transforms the teacher's role into that of a knowledge builder. Efficient management not only administers but also inspires, organizes, and sustains an educational community capable of investigating its own reality. General Area of Study: Education. Specific area of study: Educational management and teacher research. Type of study: Original article.