Bibliographic citations
Santana, M., (2021). Liderazgo transformacional y acompañamiento pedagógico en los docentes de la Institución Educativa Nuestra Señora de Cocharcas – Huancayo [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/10791
Santana, M., Liderazgo transformacional y acompañamiento pedagógico en los docentes de la Institución Educativa Nuestra Señora de Cocharcas – Huancayo []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2021. https://repositorio.une.edu.pe/handle/20.500.14039/10791
@mastersthesis{renati/1025515,
title = "Liderazgo transformacional y acompañamiento pedagógico en los docentes de la Institución Educativa Nuestra Señora de Cocharcas – Huancayo",
author = "Santana Arias, Miriam Soledad",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2021"
}
The objective of this research work used two questionnaires, the Transformational Leadership and the Pedagogical Support questionnaire, to collect data that were analyzed in relation to the study variables. According to the exploratory analysis, teachers perceive a higher score in the Transformational Leadership variable compared to the Pedagogical Support variable. In particular, the personal dimension of Pedagogical Support obtained the highest perception. The descriptive statistical analysis reveals that, according to the perception of the respondents, transformational leadership is almost always present in 46.17%, indicating a frequent presence of these aspects in teachers. In addition, the outstanding results of the transformational leadership items suggest that students have a positive perception towards the teacher leader, with high frequencies in aspects such as transmitting pride and exposing the benefits of achieving goals. In relation to Pedagogical Support, the data indicate that it is carried out consistently in 46.34%. The results highlight positive aspects of pedagogical support, such as respect for rights, providing clear guidelines and encouraging collaborative work. In addition, a strong positive correlation was identified between transformational leadership and pedagogical support, as well as in each dimension of pedagogical support. These findings support the conclusion that if there is good transformational leadership, then there will be better pedagogical support, providing a solid empirical basis for the relationship between these variables in the educational context.
This item is licensed under a Creative Commons License