Citas bibligráficas
Mijahuanga, Z., (2018). Taller de inducción estilo del liderazgo transformacional en los docentes para mejorar la gestión escolar en la Institución Educativa N° 00321 de Nueva Lima de la ciudad de Bellavista [Tesis, Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/2907
Mijahuanga, Z., Taller de inducción estilo del liderazgo transformacional en los docentes para mejorar la gestión escolar en la Institución Educativa N° 00321 de Nueva Lima de la ciudad de Bellavista [Tesis]. PE: Universidad Nacional de San Martín. Fondo Editorial; 2018. http://hdl.handle.net/11458/2907
@mastersthesis{renati/1056214,
title = "Taller de inducción estilo del liderazgo transformacional en los docentes para mejorar la gestión escolar en la Institución Educativa N° 00321 de Nueva Lima de la ciudad de Bellavista",
author = "Mijahuanga Chumbe, Zarita Isabel",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2018"
}
The definition of leadership has a multiple semantics, but Gordó (2010) points out that it can be delimited within the interpersonal relationships framework. Our research was precisely oriented towards the scrutiny of the interpersonal relationship events, linked to the directive processes of the school institution, in order to arrive at the strengthening of good practices in school management. In practice, leadership, according to Stodgill (2001), cited by Morocho (2010), currently involves an unequal distribution of power among leaders and members of school organizations. This implies that although the members of the group lack the power that the leader has, it is the group that gives shape to this power of the leader, through the different activities and in different ways in the organizational bosom. However, like Stodgill (2001), cited by Morocho (2010), we consider that leadership is the ability to use the different ways that power has to positively influence the behavior of followers, in different ways; in the case of school institutions, achieve the joint participation of the teaching team towards the improvement of educational quality. Our research was carried out in the Educational Institution N ° 00321 of the center of Nueva Lima, in the city of Bellavista. The participation of 14 teachers was achieved in this institution, which we took as an experimental group, but as a control group, we took the same number of teachers of the Educational Institution "Fe y Alegría" of the same place, to which they were evaluated through a questionnaire with 32 items, to verify school management. The presentation of the results is done in two sections of analysis. The first, of a descriptive nature, is carried out through general summations and percentages obtained linked to the graphical projections of the case for each research group and at each stage of the process. In the second section we are dedicated to perform the analysis of the significance of the general data of both phases of the experiment but in the experimental group, whose final value was higher than the standardized ones, which led us to interpret that the application of the Induction Workshop "Transformational Leadership Style in Teachers" significantly improved school management in Educational Institution N ° 00321, from the center of Nueva Lima, located in the city of Bellavista.
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