EVALUANDO EL LIDERAZGO TRANSFORMACIONAL EDUCATIVO: DIFERENCIAS PERCEPTUALES ENTRE DIRECTIVOS Y DOCENTES EN ECUADOR MEDIANTE PLQ
DOI:
https://doi.org/10.56219/investigacinypostgrado.v40i2.4879Palabras clave:
liderazgo educativo, clima organizacional, desarrollo profesional, percepciones docentes, validación psicométrica, gestión escolarResumen
El liderazgo transformacional constituye un factor crítico para la eficacia educativa y el rendimiento estudiantil en instituciones contemporáneas. Este estudio examinó las percepciones del liderazgo transformacional mediante la aplicación del Principal Leadership Questionnaire (PLQ) en una institución educativa de Cotopaxi, Ecuador. Se empleó un diseño cuantitativo transversal con 60 participantes (8 directivos y 52 profesores), evaluando cuatro dimensiones: construcción de visión, estimulación intelectual, apoyo individual y prácticas de modelado mediante escala Likert de 5 puntos. Los análisis incluyeron estadística descriptiva y pruebas U de Mann-Whitney para comparaciones entre grupos. Los resultados revelaron percepciones generalmente positivas del liderazgo (M=4.01), con diferencias significativas entre directivos y maestros (p<.001, r>.70) y entre profesionales experimentados versus novatos (p<.01, r=.35-.40). El apoyo individual obtuvo las puntuaciones más bajas. Se concluyó que el PLQ demostró aplicabilidad intercultural, identificando la necesidad de mejorar la comunicación organizacional y desarrollar programas de mentoría basados en experiencia profesional.
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