Factores que inciden en la eficacia escolar en Latinoamérica:: Una revisión sistemática

Abstract

The purpose of this systematic review is to identify the factors that influence school effectiveness in Latin America. This was carried out through the analysis of 41 original studies of Latin American authors published in indexed journals of SciELO and Scopus databases, between the years 2010 to 2020. After defining the search process and selecting the articles, the following criteria were analyzed: authorship of the articles, years of publication, countries of origin, research methodology, and educational actors considered as a sample. The results show that there is gender equity and a tendency to research collaborations. The subject matter has been addressed in a fluctuating manner, from 2015 to 2018 years during which the highest number of publications were concentrated (68.3%). Chile and Mexico are nations that lead the research, and the rest fourteen countries in the region do not have representation in this study. Quantitative methodology is the most used (46.3%), and the factors considered by the actors of effectiveness were students, teachers, principals, school, educational communities, classroom, and citizenship, the first three being the most frequently used.