Citas bibligráficas
Ccahua, I., (2023). Liderazgo pedagógico y desempeño laboral del profesorado de Educación Básica Regular en Lima [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/10911
Ccahua, I., Liderazgo pedagógico y desempeño laboral del profesorado de Educación Básica Regular en Lima []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2023. https://repositorio.une.edu.pe/handle/20.500.14039/10911
@mastersthesis{renati/1020236,
title = "Liderazgo pedagógico y desempeño laboral del profesorado de Educación Básica Regular en Lima",
author = "Ccahua Quintana, Ingrith Ruth",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2023"
}
The objective of this research work was to present the random and stratified sample that consisted of 148 teachers. The research was done with a basic quantitative approach, had a correlational scope, and a cross-sectional design. The information collection was carried out with the application of the Vanderbilt Pedagogical Leadership Scale and the Teacher Performance Questionnaire. The content validity and reliability of these instruments were evaluated with the Aiken Validity coefficient and the Cronbach alpha coefficient respectively. The collected data were processed with the Stanon scale and the parametric test Pearson correlation coefficient (r) for the evaluation of the general hypothesis and the specific hypotheses. The findings showed that directive pedagogical leadership had a moderate positive relationship with the classroom performance of the surveyed teachers. At a specific level, four dimensions of pedagogical leadership (institutional policy on curriculum and teaching practice, creating conditions for student and teacher achievement, developing teaching practices, and a culture conducive to learning) had moderate positive relationships with teachers' classroom performance, while the promotion of community relations and resource management and community involvement by pedagogical leadership had low positive relationships with teachers' classroom performance in the sample. The results obtained were statistically significant at a probability level of p=0.05.
Este ítem está sujeto a una licencia Creative Commons Licencia Creative Commons