LIFELONG LEARNING MANAGEMENT OF EDUCATIONAL DIRECTORS

In educational leadership are manifested shortcomings in the performance of directors, such as the predominance of a management due to crisis, adopting defensive positions of operational nature, poor work planning, delegation and other tools, skills and abilities of management, excessive centralization of the functions, or employment of practices and observing patterns learned of unsuitable empirical models. Usually, the actions of training of directors are projected from inadequate identification of needs and real potentialities. These deficiencies are associated with the lack of an ideal model of performance of educational management; instructional leadership and little emphasis is placed on professional skills necessary for managers to perform efficiently. In this paper the objectives and principles that should lead to permanent training of directors are distinguished, and several scientific results are integrated, skills as an ideal model for the educational performance management, a technology for determining training needs of directors, a strategy for lifelong learning and a methodology for evaluating the impact of continuous training of educational directors.