Transformational leadership and institutional management for scientific production among basic and higher education teachers
https://doi.org/10.5281/zenodo.22214595
DOI:
https://doi.org/10.5281/zenodo.22214595Keywords:
Transformational leadership, institutional management, scientific production.Abstract
Introduction: Teacher scientific production is a strategic component of educational development, pedagogical innovation, and knowledge generation. Strengthening it requires institutional conditions related to leadership, organization, participation, collaboration, and knowledge management. In this context, transformational leadership may contribute to strengthening institutional management aimed at creating favorable conditions for research and scientific production among teachers in basic and higher education. Objective: To determine the relationship between transformational leadership and institutional management among teachers in a public educational institution in northern Lima and to analyze its implications for strengthening institutional conditions oriented toward teacher scientific production. Methodology: A quantitative, applied, non-experimental, cross-sectional, correlational study was conducted with a sample of 72 teachers. Data were collected through questionnaires and analyzed using descriptive statistics and Spearman’s rank correlation coefficient. Results: Institutional management was perceived at a high level by 44.4% of teachers, at a very high level by 41.7%, and at a medium level by 13.9%; jointly, the high and very high levels represented 86.1%. Furthermore, a strong and statistically significant positive relationship was identified between transformational leadership and institutional management (ρs = 0.763; p < 0.001; n = 72). Conclusions/Contributions: Transformational leadership is favorably associated with institutional management. Participatory, innovative, and knowledge-oriented management can create favorable institutional conditions for strengthening research, knowledge sharing, and teacher scientific production. These findings highlight the importance of institutional leadership in promoting academic collaboration and research-oriented educational environments.
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