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    [0] => stdClass Object
        (
            [journal] => stdClass Object
                (
                    [id_jnl] => 66
                )

        )

    [1] => stdClass Object
        (
            [section] => stdClass Object
                (
                    [section] => 1123
                )

        )

    [2] => stdClass Object
        (
            [title] => Array
                (
                    [0] => Educational management as a process-oriented approach: a literature review@en
                    [1] => La gestión educativa como enfoque de procesos. una revisión literaria@es
                )

        )

    [3] => stdClass Object
        (
            [abstract] => Array
                (
                    [0] => Objective. This study aimed to analyze the current landscape of scientific production related to educational management in rural areas, with a specific focus on the role of school principals, through a process-based perspective emphasizing continuous improvement. The review focused on articles indexed in the Scopus database, published between 2010 and 2024. Methodology. A total of 44 articles were systematically reviewed, selected through a rigorous search strategy and the application of clear inclusion and exclusion criteria. The documents were organized and analyzed according to thematic, methodological, and theoretical categories to identify patterns, emerging trends, and research gaps. Results and discussion. The reviewed studies revolve around six main axes: context-sensitive leadership practices, school-community engagement, professional development and training of principals, working conditions and teacher well-being, structural challenges of rural environments, and emerging educational innovation. Qualitative approaches, particularly content analysis and case study designs, were predominant. The most frequently used theoretical frameworks include transformational and distributed leadership, social capital theory, educational equity models, teacher well-being perspectives, and innovative leadership rooted in territorial dynamics. Conclusions. Rural educational management is consolidating as a relevant and expanding field of study; however, it continues to face structural limitations. There is a need to move toward a more flexible, territorially grounded, and process-oriented model of school management that accounts for the diversity and complexity of rural realities. Strengthening context-based principal training, systematizing successful local experiences, and promoting differentiated policies based on quality and equity criteria are key challenges ahead. Originality and value. This review provides an updated, critical, and context-sensitive overview of recent research on school leadership in rural areas. Its main contribution lies in offering a robust analytical foundation to support future investigations and guide the development of more effective, culturally responsive, and equity-driven public education policies.@en
                    [1] => Objetivo. Este estudio tuvo como propósito analizar el estado actual de la producción científica vinculada a la gestión educativa en zonas rurales, con especial atención al rol de los directores escolares, desde un enfoque basado en procesos y mejora continua. La revisión se centró en artículos indexados en la base de datos Scopus, publicados entre 2010 y 2024. Metodología. Se revisaron 44 artículos seleccionados mediante una estrategia sistemática de búsqueda, aplicando criterios claros de inclusión y exclusión. Los documentos fueron clasificados y analizados según categorías temáticas, metodológicas y teóricas, permitiendo identificar patrones, tendencias emergentes y vacíos en la literatura. Resultados y discusión. Los estudios revisados giran principalmente en torno a seis ejes: prácticas de liderazgo escolar contextualizado, vínculo escuela-comunidad, formación y desarrollo profesional de los directores, condiciones laborales del personal docente, desafíos estructurales del entorno rural, e innovación educativa emergente. Predominan los enfoques cualitativos, especialmente los centrados en análisis de contenido y estudios de caso. En el plano teórico, destacan el liderazgo transformacional y distribuido, las teorías del capital social, los modelos de equidad educativa, el bienestar docente y las propuestas de liderazgo innovador con enfoque territorial. Conclusiones. La gestión educativa rural se consolida como un campo de estudio relevante y en expansión, aunque persisten retos estructurales que limitan su desarrollo. Se requiere avanzar hacia un modelo de gestión más flexible, territorializado y orientado a procesos, que considere la diversidad y complejidad del mundo rural. Fortalecer la formación contextualizada de directivos, visibilizar experiencias exitosas y promover políticas diferenciadas con base en criterios de calidad y equidad se perfilan como desafíos clave. Originalidad y valor. Esta revisión ofrece una mirada actualizada, crítica y situada sobre el liderazgo y la gestión educativa en zonas rurales. Su aporte radica en proporcionar una base analítica sólida para orientar futuras investigaciones, así como para el diseño de políticas públicas más pertinentes, eficaces y culturalmente sensibles.@es
                )

        )

    [4] => stdClass Object
        (
            [author] => Array
                (
                    [0] => Magdalena Del-Águila-Castro
                )

        )

    [5] => stdClass Object
        (
            [subject] => Array
                (
                    [0] => Educational management@en
                    [1] => Process-oriented approach@en
                    [2] => Continuous improvement@en
                    [3] => School leadership@en
                    [4] => Rural education@en
                    [5] => Educational quality@en
                    [6] => Iso 9001 standard@en
                    [7] => Gestión educativa@es
                    [8] => Enfoque por procesos@es
                    [9] => Mejora continua@es
                    [10] => Liderazgo escolar@es
                    [11] => Educación rural@es
                    [12] => Calidad educativa@es
                    [13] => Norma iso 9001.@es
                )

        )

    [6] => stdClass Object
        (
            [source] => stdClass Object
                (
                    [vol] => 21
                    [nr] => no.
                    [year] => 2025
                    [theme] => 
                )

        )

    [7] => stdClass Object
        (
            [datePub] => Array
                (
                    [0] => 2025-07-01
                )

        )

    [8] => stdClass Object
        (
            [DOI] => Array
                (
                )

        )

    [9] => stdClass Object
        (
            [http] => Array
                (
                    [0] => stdClass Object
                        (
                            [type] => HTTP
                            [value] => Array
                                (
                                    [0] => https://revistasbnjm.sld.cu/index.php/BAI/article/view/1030
                                )

                        )

                    [1] => stdClass Object
                        (
                            [type] => HTTP
                            [value] => Array
                                (
                                    [0] => https://revistasbnjm.sld.cu/index.php/BAI/article/view/1030/756
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                )

        )

    [10] => stdClass Object
        (
            [language] => Array
                (
                    [0] => es
                )

        )

    [11] => stdClass Object
        (
            [license] => Array
                (
                    [0] => stdClass Object
                        (
                            [@xml:lang] => es-ES
                            [#text] => http://creativecommons.org/licenses/by-nc-sa/4.0
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                )

        )

)