Acceso usuarios
Cordoba, España
El liderazgo educativo es un elemento clave en el proceso de mejora de los centros educativos, del desempeño y del compromiso por el trabajo. El objetivo de este estudio es identificar factores psicosociales que contribuyen al desarrollo del liderazgo transformacional del profesorado. La investigación se caracteriza por ser empírica no experimental, de naturaleza cuantitativa y de tipo transversal. En ella participó el profesorado de educación básica (N = 245), que valoraron variables psicosociales potencialmente relacionadas con el liderazgo transformacional (inteligencia emocional, autoeficacia, pasión por su trabajo, sentido vital e inteligencia cultural). El instrumento empleado fue un cuestionario con dos partes: 1) variables sociodemográficas y 2) seis escalas estandarizadas. Los análisis realizados con el software SPSS v.22 fueron estadísticos descriptivos, pruebas paramétricas para el contraste de hipótesis (t de Student y ANOVA) y correlación de Pearson, así como una regresión múltiple para examinar los valores predictivos de cada factor sobre el liderazgo transformacional. Los resultados mostraron que el profesorado manifiesta un nivel elevado respecto a estas variables y al liderazgo transformacional. El género y el tipo del centro fueron relevantes en las variables psicosociales analizadas. Por su parte, el análisis de regresión múltiple simultánea, que tomó como variable el liderazgo transformacional, proporcionó un modelo de regresión significativo y resultó ser el mejor predictor del liderazgo transformacional la pasión armoniosa, seguido de la inteligencia emocional, la inteligencia cultural, la autoeficacia y la presencia de sentido vital. Desde un punto de vista aplicado, estos mismos factores deberían ser atendidos en la formación inicial y permanente del profesorado con el objetivo de favorecer una educación de calidad.
Educational leadership is a key element in the process of improving educational centers, performance and commitment to work. The transformational leadership of principals has a great influence on the emotional state of teachers, their job satisfaction, their commitment to the school and their teaching practices. Different studies have also wanted to advance in the predictors of transformational leadership to achieve an improvement within the educational system. The objective of this study is to identify psychosocial factors that contribute to the development of transformational leadership in teachers. The research is characterized by being empirical, non-experimental, of a quantitative nature and of a cross-sectional type. Basic education teachers (N = 245) participated in it, who assessed psychosocial variables potentially related to transformational leadership, such as emotional intelligence, self-efficacy, passion for their work, sense of life, and cultural intelligence. The instrument used was a questionnaire with two parts: 1) sociodemographic variables (gender, years of experience as a teacher, and type of center), 2) six standardized scales: Transformational Leadership scale, the Emotional Intelligence scale (TMMS-24) based on the Trait Meta-Mood Scale, the Vital Sense scale, a Spanish adaptation of the Meaning in life questionnaire, the Passion scale and the Cultural Intelligence scale (the motivational cultural intelligence subscale). The questionm the management teams of the educational centers. The consent of the teaching staff was requested at all times and anonymity was ensured in their responses. First, the internal consistency of the different scales was calculated using Cronbach's alpha and the descriptive statistics of the independent variables and of the different scales. Subsequently, the parametric tests were carried out to contrast the hypotheses (Student's t test and ANOVA) and the Pearson correlation between the different variables, due to the normal distribution of the sample. Finally, a multiple regression was carried out in order to examine the predictive values of each factor on transformational leadership. The statistical program used was SPSS v.22. The results showed that teachers show a high level regarding these variables and transformational leadership.
Gender and type of center were relevant in the psychosocial variables analyzed. For its part, the simultaneous multiple regression analysis, taking transformational leadership as a variable, provided a significant regression model, with harmonious passion being the best predictor of transformational leadership, followed by emotional intelligence, cultural intelligence, self-efficacy, and presence of meaning. vital. We have found that the variables evaluated are necessary to achieve transformational leadership, an important capacity that the management team must have to carry out their work effectively. We also consider it important that the management team consider and favor the increase in the psychosocial variables studied within their organization, creating work teams, energizing projects and offering the coordination of the different proposals in the centers to teachers with this profile. In conclusion, the results of this research suggest that the psychosocial variables evaluated, such as emotional intelligence, self-efficacy, passion for one's work, sense of life, and cultural intelligence, can potentially contribute to transformational leadership in educational contexts, and therefore good teaching performance. From an applied point of view, these same factors should be addressed in initial and in-service teacher training in order to promote quality education.
