De la política al rendimiento: mecanismos de impacto en la gestión escolar primaria
From politics to performance: impact mechanisms in primary school managementContenido principal del artículo
Antecedentes: Las políticas educativas son instrumentos clave para la mejora escolar, pero su impacto real en la gestión y rendimiento es un fenómeno complejo y mediado. Objetivo: Sintetizar y analizar sistemáticamente la evidencia empírica reciente (2019-2024) sobre los mecanismos de impacto de las políticas educativas en la gestión y rendimiento en educación primaria. Métodos: Se realizó una revisión sistemática siguiendo la guía PRISMA 2020, con búsquedas en Scopus, Web of Science y ERIC. Se incluyeron 61 estudios empíricos que cumplieron criterios de elegibilidad predefinidos y se evaluó su riesgo de sesgo mediante la herramienta MMAT. Resultados: Los 61 estudios analizados, de 25 países, revelan que el impacto de las políticas es predominantemente indirecto, mediado por cinco mecanismos clave: calidad y liderazgo docente, gestión de recursos, efectividad de políticas específicas, factores socio-ecológicos e influencias sistémicas. El liderazgo escolar y la suficiencia de recursos emergieron como mediadores críticos. Conclusiones: El éxito de las políticas educativas depende menos de su diseño aislado y más de su implementación sistémica, que debe incluir desarrollo del liderazgo local y garantía de recursos adecuados.
Background: Educational policies are key instruments for school improvement, yet their actual impact on management and performance is a complex and mediated phenomenon. Objective: To systematically synthesize and analyze recent empirical evidence (2019-2024) on the impact mechanisms of educational policies on school management and academic performance in primary education. Methods: A systematic review was conducted following the PRISMA 2020 guidelines, with searches in Scopus, Web of Science, and ERIC. Sixty-one empirical studies meeting predefined eligibility criteria were included, and their risk of bias was assessed using the MMAT tool. Results: The 61 analyzed studies, from 25 countries, reveal that the impact of policies is predominantly indirect, mediated by five key mechanisms: teacher quality and leadership, resource management, effectiveness of specific policies, socio-ecological factors, and systemic influences. School leadership and resource adequacy emerged as critical mediators. Conclusions: The success of educational policies depends less on their isolated design and more on their systemic implementation, which must include development of local leadership and provision of adequate resources.
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