Liderazgo pedagógico de la dirección y engagement laboral docente en institutos de educación superior públicos
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El liderazgo pedagógico fomenta el compromiso laboral docente, mejorando la satisfacción profesional y el rendimiento académico. La presente investigación tuvo como objetivo determinar la relación entre el liderazgo pedagógico de la dirección y el engagement laboral docente en institutos de educación superior públicos de Lima, Perú, durante el 2024. Se empleó un diseño cuantitativo no experimental, de tipo transversal correlacional, caracterizado por su enfoque descriptivo. La población muestral incluyó 91 docentes, a quienes se aplicaron cuestionarios sobre liderazgo pedagógico y engagement laboral. Los resultados muestran que el 49.5% de los docentes califica el liderazgo pedagógico como eficiente, mientras que el 41.8% lo considera regular; las dimensiones más valoradas fueron la compartición de responsabilidades, 50.5%, y el apoyo a las labores pedagógicas, 44.0%; el 86.8% considera eficiente el engagement laboral, con una correlación significativa de 0.612. Se concluye que existe un impacto directo entre el liderazgo pedagógico efectivo y la mejora del compromiso y la satisfacción docente.
Pedagogical leadership fosters teacher work engagement, improving professional satisfaction and academic performance. The present research aimed to determine the relationship between the pedagogical leadership of the management and teacher work engagement in public higher education institutes in Lima, Peru, during 2024. A non-experimental quantitative design was used, of a cross-sectional correlational type, characterized by its descriptive approach. The sample population included 91 teachers, to whom questionnaires on pedagogical leadership and work engagement were applied. The results show that 49.5% of teachers rate pedagogical leadership as efficient, while 41.8% consider it average; the most valued dimensions were the sharing of responsibilities, 50.5%, and support for pedagogical tasks, 44.0%; 86.8% consider work engagement to be efficient, with a significant correlation of 0.612. It is concluded that there is a direct impact between effective pedagogical leadership and the improvement of teacher commitment and satisfaction.
Pedagogical leadership fosters teacher work engagement, improving professional satisfaction and academic performance. The present research aimed to determine the relationship between the pedagogical leadership of the management and teacher work engagement in public higher education institutes in Lima, Peru, during 2024. A non-experimental quantitative design was used, of a cross-sectional correlational type, characterized by its descriptive approach. The sample population included 91 teachers, to whom questionnaires on pedagogical leadership and work engagement were applied. The results show that 49.5% of teachers rate pedagogical leadership as efficient, while 41.8% consider it average; the most valued dimensions were the sharing of responsibilities, 50.5%, and support for pedagogical tasks, 44.0%; 86.8% consider work engagement to be efficient, with a significant correlation of 0.612. It is concluded that there is a direct impact between effective pedagogical leadership and the improvement of teacher commitment and satisfaction.
Description
Vol. 9, No. 37