TEACHER LEADERSHIP AND EDUCATIONAL PROJECTS: DRIVING TRANSFORMATION AND INNOVATION IN LEARNING ENVIRONMENTS

Abstract

This study explores the impact of teacher leadership on the implementation and success of educational projects, focusing on its role in fostering educational transformation and student learning improvement. Anchored in a mixed-methods approach, the research involved 173 teachers, 42 school leaders, and 977 students from diverse Colombian regions, capturing a representative sample across public and private institutions. The theoretical framework integrates concepts of transformative and distributed leadership, emphasizing its contribution to innovation, inclusion, and institutional development. Data collection employed interviews, surveys, and documentary analysis, validated through expert review and pilot testing. Key findings indicate that teacher leadership significantly enhances project-based learning, fostering critical thinking, collaboration, and socio-emotional skills among students. However, barriers such as insufficient training, limited use of technological tools, and administrative challenges constrain its potential. The study highlights the need for targeted policies and capacity-building programs to equip educators with the competencies required for effective leadership and project management. By aligning leadership practices with institutional objectives, the research underscores their transformative impact on educational quality and community engagement. This investigation offers actionable insights for policymakers, educational leaders, and researchers, advocating for systemic strategies to empower teacher leaders as catalysts of educational innovation. It contributes to global discussions on leadership and project-based methodologies, reinforcing their relevance in achieving equitable and quality education.