Management of attention and stimulation for educational directors: A critical analysis in the Cuban context

Abstract

This article analyzes the theoretical and methodological foundations of the management of attention and stimulation for directors of educational institutions in Cuba, identifying gaps in the literature and proposing improvements. Through a critical review of national and international sources, functional and socio-psychological approaches to human resource management are contrasted, highlighting theoretical fragmentation, the absence of multidisciplinary integration, and the lack of longitudinal empirical studies. The findings reveal that Cuban policies, although normatively robust, lack explicit articulation between key subsystems. It is recommended to develop systemic models, incorporate interdisciplinary perspectives, and implement mixed-methods studies to validate strategies.