Pedagogical Management in Inclusive Process of the Educational Institution

Nikolaesku, I., Budnyk, O., Bondar, V., Tepla, O., Berezovska, L. / Volume 10 - Issue 39: 76-85 / March, 2021 76

DOI: https://doi.org/10.34069/AI/2021.39.03.7

Педагогічний менеджмент в інклюзивному процесі закладу освіти

Received: March 28, 2021 Accepted: April 21, 2021

Written by: Inna Nikolaesku24 https://orcid.org/0000-0002-9928-9291 Olena Budnyk25 https://orcid.org/0000-0002-5764-6748 Viktoria Bondar26 https://orcid.org/0000-0001-8874-4319 Oksana Tepla27 https://orcid.org/0000-0002-0582-4741 Liudmyla Berezovska28 https://orcid.org/0000-0002-3032-7261

Abstract Aнотація

The aim of this article is to substantiate the Мета статті – обґрунтувати вимоги до requirements to the head of an inclusive керівника закладу з інклюзивним навчанням у education institution in the context of modern контексті сучасних реалій, представити realities, to present the results of an experimental результати експериментального дослідження study of the development of education manager’s щодо розвитку інклюзивної компетентності inclusive competence, the cognitive-activity and менеджера освіти за когнітивно-діяльнісним та analytical-performance components of readiness аналітико-результатив-ним компонентами to solve professional practical tasks. The готовності до вирішення професійних professional profile of the head of an inclusive практичних завдань. Виокремлено education institution (manager-leader-expert) is професіограму керівника закладу освіти з singled out, which combines pedagogical, інклюзивним навчанням (менеджер-лідер- psychological, inclusive competences, експерт), яка включає педагогічну, professional skills, as well as personal, business психологічну, інклюзивну компетентності, а and professional qualities, value orientations, etc. також особистісні, ділові і професійні якості, The results of an empirical study of the level of ціннісні орієнтації тощо. Представлено inclusive readiness of modern leaders to form an результати емпіричного дослідження рівня inclusive environment in an educational інклюзивної готовності сучасників керівників institution are presented. Education managers до формування інклюзивного середовища в from Ivano-Frankivsk and Cherkasy regions закладі освіти. До експерименту було залучено (Ukraine) (having 5-15 years of management менеджерів освіти з Івано-Франківської і experience) were involved in the experiment. Черкаської областей (Україна), які мають Positive dynamics of increasing the level of досвід управлінської діяльності від 5 до 15 readiness in the experimental group, for whom a років. Виявлено позитивну динаміку щодо series of thematic exercises (lectures, workshops, підвищення рівня цієї готовності в webinars) using innovative educational експериментальній групі, де проводилась серія technologies was carried out. тематичних навчань з використанням інноваційних освітніх технологій.

24 Doctor of Pedagogical Sciences, Bohdan Khmelnytsky National University of Cherkasy, Ukraine. 25 Doctor of Pedagogical Sciences, Professor, Director of the Center for Innovative Educational Technologies “PNU EcoSystem”, Vasyl Stefanyk Precarpathian National University, Ukraine. 26 PhD in Pedagogical Sciences, Bohdan Khmelnytsky National University of Cherkasy, Ukraine. 27 PhD in Pedagogical Sciences, Associate Professor, National University of Life and Environmental Sciences of Ukraine. 28 Doctor of Pedagogical Sciences, South Ukrainian National Pedagogical University K. D. Ushinsky, Ukraine.

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Keywords: Education Manager, Inclusive Ключові слова: Менеджер освіти, інклюзивна Education, Inclusive Environment, Management, освіта, інклюзивне середовище, управління, Profile of the Head of an Educational Institution. професіограма керівника закладу освіти.

Introduction

Modern challenges of globalization, still see a manager, above all, as an organizer of democratization and technology development the system, a vertical hierarchy” (Moldazhanova, determine new requirements for the management Toleubekova, Zhumataeva & Sarzhanova, 2018, of educational institutions. The problem of p. 17). Global trends of democratization in management of educational innovations, governance necessitate the creation of a new attraction of investments and increasing of model of the head of the inclusive education indicators of activity of establishment, in institution, primarily creation of psychological particular in the field of providing quality comfort and informal communication with all services is actualized. Mostly it concerns participants of the educational process (staff, inclusive education institutions. students, parents, etc.). Heads of educational institutions who initiate the development, Challenges in the implementation of inclusive experiment, testing, implementation or education in many countries are due to several application of pedagogical innovations in reasons. First, they involve the training of inclusive education, above all, must tolerate qualified personnel capable of successful humanism in professional interaction. implementation of inclusive education. Special training of future teachers-managers of education The aim of this article is to substantiate the and retraining of already working experts with requirements to the head of an inclusive pupils with special needs is necessary. Secondly, education institution in the context of modern a significant part of education managers and realities, to analyze his/her professional profile in teachers are not properly motivated for such the context of educational innovation work, and this is a set of motives adequate to the management, to present the results of an goals and objectives of inclusive education and experimental study of the development of development. Third, the lack of quality education manager’s inclusive competence, the educational programs that provide an individual cognitive-activity and analytical-performance approach to people with disabilities, as well as components of readiness to solve professional modern methodological, information and practical tasks. communication support. Fourth, psychological comfort in the environment of the educational Research methods institution, i.e. the appropriate psychological adjustment of healthy students and their parents The subject-target method was used to analyze to study together with those children who are modern scientific sources on the problem of slightly behind in their development. Finally, the pedagogical management in an inclusive adaptation of educational facilities (secondary education institution, substantiate the content of schools, higher education institutions) to the inclusive competence in management, design a admission of pupils / students with special needs professional profile of the head and determine who need special means for their mobility. These strategies for effective educational management and other problems are related to inclusive in an inclusive environment. education management. To identify the level of inclusive management The problem of effective management of an competence of heads of educational institutions inclusive institution is especially relevant for of different types (secondary schools, lyceums post-Soviet countries, including Ukraine, and colleges), empirical methods were used – Kazakhstan, Georgia, Belarus and others. This is surveys, pedagogical observation. primarily because these countries only in the 2000s started the intensive introduction of Methods of mathematical statistics are used for inclusive education to institutions of various quantitative and qualitative presentation of types, thus the improvement of regulatory, research results. organizational, methodological support is on time. At the same time, the requirements to the education manager, performing mostly organizational functions, are increasing, “people

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Theoretical Framework nor educational institutions can achieve progress on this path. Educational management at the international level is largely democratized; some principles One aspect of the inclusive competence of a and priorities are changing. For example, M. leader as a successful manager is the overall Spendlove (2007) conducted a survey in the UK strategy of his/her activity to ensure universal among university vice-chancellors and found that design in education (Alves, Ribeiro & Simões, important values of the head are academic 2013). This means designing an educational credibility and experience of university life. A environment, communication, information prominent place also belongs to communicate technology or services that are equally accessible and negotiate skills, the ability to listen and and understandable to all participants of the understand others. It is no coincidence that today educational process, including people with we are talking about the idea of “new disabilities (Oliveira, Munster & Gonçalves, management culture”, which requires the 2019). These include adaptation of programs, presence of entrepreneurial, managerial and curriculum, assessment of knowledge, teaching, leadership qualities (Spendlove, 2007). In the library arrangement, sports grounds, dormitories, course of our study, important are the issues of websites, instructions, etc. An integral part of this the model of leadership in education to optimize process is to identify ways to reform the general the educational process of people with education management of people with disabilities, the role of the leader in ensuring the disabilities. coordinated activities of all teaching staff (Hoekstra & Newton, 2017). Thus, inclusive competence is an integral professional competence of heads of educational The study focuses on the fact that pedagogical institutions. management in an inclusive education institution requires the appropriate level of inclusive A manager in the field of education is an management competence. The concept of employee professionally exercising the functions “inclusive competence” is a component of the of managing education based on modern professional competence of the head of the management methods. There are three groups educational institution. It includes a system of (levels) of education managers. The first group knowledge, skills, and values of participants of (the highest level) is the administrative staff of the inclusive process of various nosologies and is educational institutions and educational expressed in the ability to perform professional authorities; the second group (the middle level) functions taking into account special needs of consists of heads of methodological, legal, children and youth with disabilities, ensure their financial, economic and other services of the inclusion in the environment of the educational education system; the third group are teachers as institution, creating conditions for their the organizers of the management of learners' development and self-development educational activities (Moldazhanova et al., (Chaikovskyi, 2012, p. 20). 2018, p. 17).

The level of the manager’s inclusive competence The study considers inclusive educational influences the results of implementation of management at all the above levels. After all, inclusion in the institution as a whole. After all, only pedagogical partnership and cooperation at teachers will be able to realize their professional “horizontal” and “vertical” levels makes it potential fully and increase the level of inclusive possible to achieve success. competence in the educational environment, provided the school administration create One of the most important elements for comfortable conditions for self-improvement improving school management of inclusive with tolerant cooperation. At the same time, education are information resources (Abello- teachers should have a choice of methods and Romero, Mancilla, Ganga-Contreras & Estay- forms of work with students with special needs, Sepúlveda, 2019). systematically discuss positive and negative aspects of inclusion, difficulties of its Speaking of informatization of education usually implementation, and together overcome involve methods and technologies. Equally problems if they appear. Without proper important is the content of information to be cooperation of the teaching staff, which, of stored and processed in information systems. course, is created by the head, neither teachers Any management is based on information about the status of the management object. The axiom

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is the impossibility of effective management higher education institutions, improving the without understanding the state of this object, the quality and management of higher education ability to track the results of management institutions); 3) ideological innovations influences, to monitor the approach (or distance) (ensuring the participation of higher education of the object from the desired state, and so on institutions in various international and national (Bakhrushyn, 2015). research and educational programs and projects, etc.) (Machin, 2014). Effective inclusive management depends on completeness and accuracy of the information Management of inclusive education institution perceived by persons with disabilities in an from the perspective of application innovation is educational institution. The most important affected by the impact of its operations; the level information about an educational institution of qualification and professional activity of the creates its positive image, and thus stimulating staff; the success of candidates in their training demands to educational services. activities; the level of providing the institution with resources; innovative potential of the The modern direction of development of educational institution; level of automation and management science is the management of technologicalization of the educational process educational innovations, which reveals the (Trubitsyna & Demchenko, 2020, p. 390-391). impact of investment and innovation on the Regarding inclusiveness, it is important to ensure development of human, material and financial a universal educational design of the institution resources in educational institutions for taking into account methodological features of improving the quality of basic indicators of their training people with disabilities, providing them activities (Danylenko, 2007). The head of the with psychological and pedagogical support. educational institution is required today “required to be personally, philosophically and To achieve great results, it is important for a ontologically at ease with simultaneous manager to demonstrate the qualities of a educational-commercial discourses”, they “have democratic leader, the management system itself to respond not only to the needs of educational must also be democratic. This study helped us to stakeholders but also to the commercial compile a professional profile, a psychological demands” (Machin, 2014). portrait of a pedagogical leader, head of an educational institution. Results and Discussion The professional profile of the education Pedagogical inclusive management of an manager is interpreted as the ideal model of the educational institution is considered its head’s educator, the role model, the standard possessing innovative activity, as one of the important tasks basic personality qualities; knowledge, abilities, is providing equal conditions for learning and skills necessary to perform educational functions development of students with different special (Kolupaieva, 2009); model of professionally needs. The search for such conditions for the significant personal qualities and skills (Shved, proper organization of educational process 2015). The model of a manager with professional requires specific competencies, innovation, readiness to work in an inclusive education is especially in the management area. presented in Fig. 1. It should be noted that the professional profile of a leader working in an The system of innovation management to ensure inclusive environment contains the following effective management of higher education components: social and professional role of the institutions includes: 1) educational innovations manager; professional and pedagogical (including the provision of the educational competence; inclusive competence; pedagogical process with the latest information and technique; personal and professional qualities, methodological technologies); 2) management etc. innovations (e.g., forming innovative structure of

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Education manager

Inclusive competence Inclusive process Professional competence

Educational institution with integrated / Inclusive Education

Specialist’s social Specialist’s professional Pedagogical competence attitude attitude

Pedagogical technique Digital competence Pedagogical skills

Specialist’s professional Correctional and Specialist’s personal qualities pedagogical competence qualities

Socio-psychological competence

Figure 1. Profile of an education manager of integrated / inclusive education.

Thus, success of an inclusive education manager The following characteristics are of great depends on the level of his/her managerial importance for an effective manager in an competence, experience. It includes: the ability inclusive education institution: credibility, to determine prospects for the development of an creative problem-solver, tolerance for ambiguity, inclusive educational institution; ability to flexible management style, and effective choose the best management, as well as communication skills (Einsiedel Jr., 1987). capability of the institution to provide quality educational services to students with disabilities; At the same time, an effective manager must be ability to distribute work and tasks properly, familiar with the concept of emotional choose optimal equipment and tools, manage intelligence, because success in professional different education situations; ability to establish activities largely depends on the ability to cooperation of all various specialists provide an recognize and manage emotions (Goleman, inclusive process; ability to perform 1995). organizational duties, to manage the budget effectively, competently perform tasks for According to research, “the success of any implementing inclusion; ability to work with the activity is determined by technical skills, community to improve the process of training knowledge and intellectual abilities (IQ) only by people with disabilities; ability to interact 33%, while the emotional competence (EQ) without conflict with the teaching staff; organize accounts for the remaining 67%. For employees cooperation with parents of children with special holding managerial positions, these two figures educational needs; coordinate information differ even more: only 15% of success is sources; provide institutions with modern determined by IQ and the remaining 85% by EQ” information and communication technologies for (Moldazhanova et al., 2018, p. 17). distance and mixed learning; systematically increase their professional, in particular, Thus, the professional profile of a modern leader inclusive competence; to introduce innovative includes not only professional, but also business teaching methods and development of and personal qualities of an education manager: educational process participants, etc. general focus on communication, interaction, dialogue (Budnyk, Fomin, Novoselska &

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Voitovych, 2020); desire for leadership, capacity for professional activity in the conditions of for leadership; strong willpower, willingness to socio-economic changes, in particular the take risks, experimentation; desire to succeed, introduction of inclusion in the educational ambition, diligence; erudition, pedagogical sphere (Woods, Woods & Cowie, 2009). observation, sincerity; ability to take responsibility in extreme situations; self- In order to identify the level of inclusive sufficiency, honesty, creativity; emotional competence in management, we conducted an stability in communication; combinatorial- empirical study of heads of educational prognostic type of thinking (variability, tempo, institutions of various types (secondary schools, flexibility, intuitiveness, logic, prediction); lyceums and colleges). Education managers from recognition of the right of a child with disabilities Ivano-Frankivsk and Cherkasy regions (Ukraine) to study and recognition of him /her as a valuable (5-15 years of management experience) were member of society; tolerance and humanity in involved in the experiment. management; ability to compromise, empathy, high level of perceptual abilities; ability to We formed two groups of the participants of the overcome stress; adaptability, i.e. rapid experiment: experimental (EG) – 26 persons and adaptation to new conditions, etc. control (CG) – 21 persons. Selecting groups was due to requirements for equality regarding the One of the conditions of effective work of an management and organization of inclusive inclusive educational institution is the level of education institutions and typical contingent of professional training of the head of this both groups based on the first analysis. In the institution to organize the activities of teaching course of the experiment, a series of lectures with staff in an inclusive educational environment. workshop elements, the so-called model of work After all, high-quality management of inclusive and management in inclusive conditions were education of a child with special needs and his conducted for the experimental group. family in the pedagogical process requires not Considerable attention was paid to the only the leader’s inclusive competence, but also development of professional and personal his inclusive values. The management of the qualities of an education manager, which are inclusive educational institution means the reflected in the professional profile (Fig. 1). adaptation of all participants of the educational process – parents, students, teachers to new The study of the level of their inclusive socio-pedagogical conditions. This means competence in management was based on two creating a favorable inclusive environment in the readiness components: educational institution, which would be aimed at preserving and improving students’ health. The • cognitive-activity component (formation of system of preventive measures of the education knowledge about management in inclusion, manager involves the creation of this its normative-legal basis, methods of environment. formation of inclusive educational environment in an educational institution, “This process includes: the cultural and peculiarities of pedagogical work with philosophical aspect (high level of socio-cultural persons with special educational needs; and civic competence, awareness of the purpose ability to achieve positive results in the and objectives of health pedagogy in today's management of the inclusive process, global world), social and psychological aspect establishing constructive work of various (experience of psychological and pedagogical specialists in the team, investment activity, communication with students, parents, teachers, etc.); members of the public; directing activities to • effective analytical component (ability to ensure psychological comfort in the educational evaluate critically the results of their process); professional-pedagogical aspect (high activities on the formation of an inclusive level of competence in the use of modern educational environment in the educational technologies of preservation and strengthening institution, skills of adjusting their activities all components of health; sufficient level of in working with staff, parents and the physical and functional readiness)” (Smolinska, community, formation of diagnostic skills, Budnyk, Voitovych, Palahniuk & Smoliuk, etc.). 2020). Professional training and self-improvement of an Based on the selected components and criteria of education manager is considered as a form of inclusive competence, we determined the levels independent activity aimed at forming readiness

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of manager readiness to implement the outlined educational managers to manage an inclusive tasks: high, average, low. education institution are presented in Table 1. As you can see, during the forming experiment The results of the formation of the cognitive- positive dynamics of the formation of an activity component of the readiness of inclusive educational environment was revealed.

Table 1. Levels of formation of the cognitive-activity component of the readiness of education managers to form an inclusive educational environment and manage it before and after the experiment.

Experimental group (EG) Control group (CG) 26 persons 21 persons Increase, 2-nd Increase, 1-st selection 2-nd selection 1-st selection

% selection % development

Levels Levels of N % N % N % N %

High 2 7.7 4 15.4 +2 1 4.8 2 9.5 +1 Average 15 57.7 18 69.2 +3 9 42.9 11 52.4 +2 Low 9 34.6 4 15.4 -5 11 52.4 8 38.1 -3

Thus, the amount of participants in the context was intense, but regulated in time. The experimental group with a high level of main emphasis in research was recognized team formation of the cognitive-activity component approach (Lyons, Thompson & Timmons, 2016) increased by 7.7%, and with the average – by and philosophy of tolerance (Vasianovych, 11.5%. Accordingly, the number of persons with Budnyk, Klepar, Beshok, Blyznyuk & a low level of formation of this component Latyshevska, 2020) in an inclusive process. decreased in the experimental group by 19.1%, Modern managers participating in the experiment while in the control group only by 14.3%. Of admitted that they were engaged in self- course, they are not sufficiently high rates of education, surfed thematic Internet resources, but experimental work, because the level of that usually happened spontaneously and competence of inclusive education managers, sporadically. Therefore, they appreciated the idea including their skills of using innovative of a systematic training course in the research technologies in an inclusive process needs area. improvement. The learning process in that

69,2 70 60 52,4 50 38,1 40 EG CG 30 15,4 15,4 20 9,5 10 0 High level Average Low level

Figure 2. Levels of formation of the cognitive-activity component of the readiness of managers to form an inclusive educational environment according to the formative experiment.

Consider the results of the formation of the introduce innovations in the professional analytical-effective component of the readiness activities of the experimental and control groups of heads of inclusive education institutions to (Table 2).

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Table 2. Levels of formation of the analytical and effective component of the readiness of managers to form an inclusive educational environment and its management before and after the experiment.

Experimental group (EG) Control group (CG) 26 persons 21 persons

Increase, 2-nd Increase, 1-st selection 2-nd selection 1-st selection

% selection % development

Levels Levels of N % N % N % N %

High 7 26.9 8 30.8 +1 3 14.3 3 14.3 0 Average 14 53.8 14 53.8 0 10 47.6 9 42.9 -1 Low 5 19.2 4 15.4 -1 8 38.1 10 47.6 +2

Based on the data obtained (Fig. 3), the final groups of the level of effective analytical selection at the stage of the formative experiment component of managers' readiness to form an showed some increase in the experimental inclusive educational environment.

53,8 60 47,6 50 42,9 30,8 40 EG CG 30 14,3 15,4 20 10 0 High level Average Low level

Figure 3. The results of the formation of the analytical-effective component of the readiness of heads of educational institutions to form an inclusive environment and manage it according to the formative experiment.

Experimental work showed a positive dynamics During such trainings for educational managers, of managers’ readiness to solve tasks related to innovative methods with digital technologies and the implementation of inclusive education in resources, various forms of offline and online experimental groups, in contrast to the control communication were applied. group. The readiness of EG respondents was characterized by a high level of independence, Conclusions creativity, ability to solve practical tasks in inclusive environment professionally, teamwork Based on the theoretical analysis, we conclude and empathy. that in the management of an educational institution (including inclusive and integrated Thus, the comparative analysis of indicators of learning), the priority is a modular organizational the respondents of the experimental and control structure, which is characterized by: multistage groups for each of the components of readiness (primary, basic, senior school), multidisciplinary for the formation of an inclusive educational (music, sports, technical, pre-vocational school, environment and management of an institution etc.), multilevel (preschool, out-of-school with integrated / inclusive learning after the educational institution, etc.); branching by areas formative stage of the experiment gives reasons of activity (educational, training, management) to conclude that an important factor of improving and a variety of forms of organization of the this readiness is targeted training, participation in educational process (formal, informal, inclusive, trainings and workshops in the relevant field. etc.); structured by objects of management.

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Based on the results of the experimental work, http://dx.doi.org/10.22201/fca.24488410e.2019. the necessity to strengthen primarily 2449. organizational-methodical and managerial- Alves, M. M., Ribeiro, J. & Simões, F. (2013). inclusive competence of heads of educational Universal Design for Learning (UDL): institutions with integrated / inclusive education Contributos para uma escola de todos. Indagatio was revealed. To cope with this task it is Didactica, 5(4). important to conduct not only surveys for https://doi.org/10.34624/id.v5i4.4290. identifying the existing level of professional Bakhrushyn, V. (2015). Information resources knowledge and skills, but also activities for of education. Informatization of management. sharing experience, thematic webinars, Available online. http://education- conferences, workshops, including the study of ua.org/ua/analytics/428-informatsijni-resursi- best practices of professional inclusive osviti-2-informatizatsiya-upravlinnya. Date of management. consultation 02/02/2021. Budnyk, O. & Kotyk, M. (2020). Use of Effective educational inclusive management Information and Communication Technologies provides: in the Inclusive Process of Educational Institutions. Journal of Vasyl Stefanyk • directing managers use innovative forms, Precarpathian National University, 7(1), 15-23. methods and means of implementing https://doi.org/10.15330/jpnu.7.1.15-23. inclusive education in the educational Budnyk, O., Fomin, K., Novoselska, N. & institution for equal access to quality Voitovych, A. (2020). Preparing Teachers to education for all participants of the Organize Dialogic Learning of Students: pedagogical process; Communicative Aspect. Revista Inclusiones, • introduction of digitalization of education 7(4), 117-129. for distance and mixed learning of people Chaikovskyi, M. (2012). Inclusive competence with special educational needs (Budnyk & as a component of professional competence of Kotyk, 2020); subjects of educational process. Pedagogy and • systematic professional development and psychology of vocational education, 2, 15-21. self-improvement of managers in terms of Danylenko, L. I. (2007). Managing an inclusive mastering innovative content and methods school on the basis of educational innovation of managing an inclusive educational management. In: Inclusive school: features of institution; organization and management. Foundation of • supplying of an educational institution with Ukraine "Step by step". quality pedagogical, correctional, and http://www.ussf.kiev.ua/iearticles/77/ developmental services for students with Einsiedel Jr., A. A. (1987). Profile of effective disabilities; project managers. Project Management Journal, • creation of moral and psychological l(18), 51-56. comfort, atmosphere of friendliness, co- Goleman, D. P. (1995). Emotional intelligence: creation, cooperation in management Why it can matter more than IQ for character, activities taking into account the inclusive / health and lifelong achievement. New York: integrated form of education, philosophy of Bantam Books. tolerance in relation to persons with Hoekstra, A. & Newton, P. (2017). Departmental disabilities (Vasianovych et al., 2020); leadership for learning in vocational and • focus on modern universal design in professional education. Empirical Research in inclusive education. Vocational Education and Training, 9(12). https://journals.uran.ua/swe/article/view/2520- Conflict of interest : The authors declare that 6230.20.3.12 there is no conflict of interest. Kolupaieva, A. (2009). Inclusive education: realities and prospects. Kyiv: Sammit-Knyha. Bibliographic references Lyons, W. E., Thompson, S. A. & Timmons, V. (2016). ‘We are inclusive. We are a team. Let's Abello-Romero, J. B., Mancilla, C., Ganga- just do it’: commitment, collective efficacy, and Contreras, F. & Estay-Sepúlveda, J. G. (2019). agency in four inclusive schools. International Determinantes de la divulgación de información Journal of Inclusive Education, 20(8), 889-907. en las universidades latinoamericanas para un https://doi.org/10.1080/13603116.2015.1122841 buen gobierno corporativo. Contaduría y Machin, D. (2014). Professional educator or Administración, 64(4) Especial Gobierno professional manager? The contested role of the Corporativo, 1-16. for-profit international school Principal. Journal

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