Transition from vertical leadership to shared leadership: A model for collaborative methodological work by teachers at the "Emma Godoy Lovato" Primary School in Mexico

Abstract

Introduction: Leadership in Mexican primary schools tends to be exercised vertically, with unilateral decisions, limited teacher participation, and a lack of methodological preparation, contradicting the principles of the New Mexican School. This article aims to present a dynamic model for transitioning from vertical to shared leadership to promote collaborative methodological work among primary school teachers. Materials and Methods: The research is based on the Holistic Configurational Scientific Conception. An analysis of the school diagnosis of the "Emma Godoy Lovato" Primary School (Atizapán de Zaragoza, State of Mexico) was conducted, identifying external manifestations of the problem. Based on this, a conceptual model was designed, articulated in two dimensions: "organizational-managerial" and "pedagogical-methodological," through dialectical configurations. Results: The model proposes, as its central tenet, the methodological-managerial restructuring of the school's governing board and collaborative peer training. As an antithesis, the significance of the methodological-accompanying role of the ATP (Technical Pedagogical Advisor) and the systematization of reflective practice and collegial evaluation; and as a synthesis, the collaborative methodological-managerial reconfiguration of the school community and the functional redefinition of the teacher toward collaborative methodological work. Discussion: The model transcends linear approaches to organizational change, offering a dialectical path that integrates institutional conditions and the transformation of teaching practice. Conclusions: The model constitutes an original theoretical contribution to the implementation of the New Mexican School, with the potential for transferability to other contexts of high social complexity.