Supervisory educational management from a transcomplex perspective: towards a polyphonic and transformative school administration

Cesar A.  Araujo; Alejandra  Duarte

doi:10.5281/zenodo.15443129

Authors

Cesar A. Araujo Universidad Tecnológica Empresarial de Guayaquil, Ecuador Author https://orcid.org/0009-0000-5693-293X
Alejandra Duarte Universidad Autónoma de Occidente, México Author https://orcid.org/0000-0003-1221-4199

DOI:

https://doi.org/10.5281/zenodo.15443129

Keywords:

transformative management, educational supervision, transcomplex approach, pedagogical leadership, polyphonic dialogue

Abstract

This essay offers a critical reflection on supervisory educational management from a transcomplex perspective, aiming to reframe the role of teachers with supervisory duties as transformative leaders. Rather than a purely administrative or punitive practice, supervision is envisioned as a dialogic, polyphonic, and transdisciplinary process that supports pedagogical leadership. From an onto-epistemic standpoint, the essay advocates for a human-centered managerial approach that integrates cognitive and emotional dimensions, fostering ethical, participative, and reflective supervision practices. The transcomplex paradigm enables the integration of diverse voices, knowledge systems, and realities, as well as ongoing marketing improvement and adaptation to dynamic educational contexts. This model challenges hierarchical and bureaucratic structures by promoting professional autonomy, critical thinking, and practices. The item also calls for developing specialized transepistemic training programs to strengthen supervisory leadership competencies. In this way, educational supervision becomes a comprehensive process that weaves together being, knowing, and doing, shaping a transformative management approach that enhances educational quality and equity.

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