Attitudinal digital competencies in teaching directors and consolidation of change in school management, phenomenological study in Valledupar, Colombia

Abstract

The consolidation of digital change in school management involves not only technological resources, but also attitudes and forms of support from institutional leadership; in this context, this article aimed to analyze the attitudinal digital competencies of school leaders and their relationship with the consolidation of change in school management, based on the lived experience of educational institutions in Valledupar, Colombia; to this end, a qualitative study was conducted within the interpretive paradigm, using a phenomenological design; data were collected through in-depth interviews and a focus group with school leaders; the analysis was carried out with the support of NVivo software through comprehensive reading, initial coding, and grouping into categories and subcategories.

The results made it possible to identify that attitudinal digital competencies are expressed in a favorable disposition toward technology, the promotion of innovation, responsible use, and commitment to digital inclusion; in addition, these competencies are materialized in school management practices such as self-directed learning, pedagogical support, virtual collaboration, clear communication, and the management of training partnerships; likewise, it was found that the consolidation of digital change is related to institutional conditions that may favor or limit it; among the former, support, willingness to learn, motivation toward innovation, and collaborative work were mentioned; among the latter, attitudinal barriers, fear of change, access gaps, lack of training, school-related contingencies, and work overload appeared.