Liderazgo y colaboración docente en la integración digital educativa en Costa Rica

Abstract

Objective: The aim of this study was to analyze, from the teachers’ perspective, the role of leadership and collaboration and interconnection in the integration of digital technologies in Costa Rican public schools. Methodology: A quantitative approach with an ex post facto and cross-sectional design was used, with a descriptive-correlational scope. A validated questionnaire from the European Commission, adapted to the national context, was applied. The sample consisted of 714 teachers from different educational levels across all provinces. Results: The findings show that although there are positive perceptions of school leadership in aspects such as managerial support and the promotion of technology use, limitations are evident regarding the lack of strategic planning, limited teacher participation in defining the school’s digital strategy, and insufficient time to innovate pedagogically. With respect to collaboration and interconnection, practices are present but fragmented, and have not yet been consolidated as systematic processes of organizational culture. Furthermore, a strong relationship was confirmed between leadership and the generation of collaborative dynamics that enhance collective learning and the pedagogical use of technologies. Conclusion: Digital integration requires participatory leadership and a culture of teacher collaboration that strengthen innovation and the sustainability of educational processes.