Critical Perspective and Integral Educational Quality in Secondary Education: Evidence from Educational Management

Abstract

Educational quality constitutes a fundamental element for the integral development of students and the strengthening of contemporary educational systems. In this context, the critical perspective emerges as an approach aimed at promoting reflective thinking, autonomy, and social participation, contributing to the development of integral education. The purpose of this study was to analyze the critical perspective as a guiding component of integral educational quality in secondary education, from the perspective of educational management. The research was conducted under a quantitative approach, within the positivist paradigm, using a non-experimental, cross-sectional, and field design, with a descriptive level. The population consisted of school administrators from public secondary education institutions, selected through non-probability convenience sampling. Data were collected using a structured Likert-type questionnaire, validated through expert judgment and demonstrating high reliability. Data analysis was performed using descriptive statistics, including measures of central tendency and percentage distribution. The results show that the critical perspective is integrated into educational management processes, promoting the development of autonomous, reflective, and socially committed students. Furthermore, the incorporation of pedagogical practices aimed at fostering critical thinking, intellectual autonomy, and social transformation was identified. These findings highlight the relevance of the critical perspective in strengthening integral educational quality by promoting competencies that support students' comprehensive development. This approach is recognized as a strategic component for enhancing educational quality and fostering formative processes oriented toward equity, inclusion, and social transformation.