BEYOND THE CONTRACT: PERCEPTIONS OF LEADERSHIP AMONG TEACHERS BASED ON THEIR INSTITUTIONAL AFFILIATION
DOI:
https://doi.org/10.56219/investigacinypostgrado.v41i1.6049Keywords:
transformational leadership, higher education, employment status, faculty, professional development, organizational cultureAbstract
This study examines transformational leadership (TL) perceptions among faculty at a Technical Institute in Ecuador, considering their employment status: full-time (FT), half-time (HT), and part-time (PT). Using the Multifactor Leadership Questionnaire (MLQ-5X), five TL dimensions were evaluated in 263 faculty members. Results revealed significant differences between groups, with FT faculty consistently showing higher scores than their HT and PT colleagues across all dimensions, especially in Idealized Influence (Behavior) and Intellectual Stimulation. The greatest differences were observed between the extremes of the employment continuum (FT vs PT). These findings suggest that job stability and institutional integration significantly influence the development and expression of transformational leadership, with implications for institutional policies that support equitable professional development.
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