Marco operacional para evaluación de capacidad institucional decisoria en Distritos Educativos Ecuatorianos
Operational framework for evaluating institutional decision-making capacity in Ecuadorian Educational DistrictsBarra lateral del artículo
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Los distritos educativos ecuatorianos enfrentan desafíos significativos para desarrollar capacidades institucionales decisorias preventivas basadas en evidencia empírica, pese a avances en promoción estudiantil y disponibilidad de investigación nacional sobre factores de riesgo académico. El objetivo fue desarrollar un marco teórico-operacional para evaluación de capacidad institucional decisoria preventiva en distritos educativos ecuatorianos mediante síntesis sistemática de evidencia empírica nacional. La metodología empleó enfoque cualitativo, descriptivo-analítico de desarrollo de marco conceptual con análisis de 71 referencias nacionales con evidencia empírica primaria post-2018 de educación media ecuatoriana (8vo-10mo EGB y 1ro-3ro BGU). Los resultados generaron un marco operacional de 83 indicadores en tres dimensiones: competencia analítica preventiva (25 indicadores), institucionalización de procesos decisorios (29 indicadores) y cultura organizacional de gestión pública preventiva (29 indicadores), invalidando enfoques behavioristas tradicionales al demostrar correlaciones débiles (r = -0.107 a 0.039, p = 0.715). El marco opera mediante retroalimentación multidireccional evidenciando correlaciones robustas (r = 0.682-0.720). La investigación proporciona base metodológica para instrumentos de evaluación institucional.
Ecuadorian educational districts face significant challenges in developing evidence-based preventive institutional decision-making capacities, despite advances in student advancement and the availability of national research on academic risk factors. The objective was to develop a theoretical and operational framework for assessing preventive institutional decision-making capacity in Ecuadorian educational districts through a systematic synthesis of national empirical evidence. The methodology employed a qualitative, descriptive-analytical approach to develop a conceptual framework with the analysis of 71 national references with primary empirical evidence post-2018 from Ecuadorian secondary education (8th-10th grades EGB and 1st-3rd BGU). The results generated an operational framework of 83 indicators in three dimensions: preventive analytical competence (25 indicators), institutionalization of decision-making processes (29 indicators), and organizational culture of preventive public management (29 indicators), invalidating traditional behavioral approaches by demonstrating weak correlations (r = -0.107 to 0.039, p = 0.715). The framework operates through multidirectional feedback, demonstrating robust correlations (r = 0.682–0.720). The research provides a methodological basis for institutional assessment instruments.
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