Liderazgo transformacional y su influencia en las instituciones educativas
Transformational leadership and its influence on educational institutionsBarra lateral del artículo
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El COVID-19 obligó al sistema educativo a implementar herramientas para afrontar la situación, encontrando en los estilos de liderazgo, el transformacional, que contribuye a optimizar los procesos organizativos. El objetivo del estudio fue analizar la influencia del liderazgo transformacional en las instituciones educativas. Como metodología se efectuó una revisión sistemática utilizando las bases de datos Scopus, Web of science, Science Direct, y Scielo, aplicando el método PRISMA para la selección de 17 investigaciones utilizando las variables “Liderazgo transformacional en educación”, “Influencia del liderazgo transformacional en las instituciones educativas”, desde 2018 al 2023, en idioma inglés y español. Como conclusión se comprobó que el liderazgo transformacional tiene mucha influencia en educación, debido a que las competencias de los directivos y docentes buscan basarse en las expectativas, percepciones y motivaciones del estudiante en referencia a mejorar la calidad del proceso de enseñanza y aprendizaje.
The COVID-19 forced the educational system to implement tools to face the situation, finding in the leadership styles, the transformational one, which contributes to optimize the organizational processes. The objective of the study was to analyze the influence of transformational leadership in educational institutions. As a methodology, a systematic review was carried out using the databases Scopus, Web of science, Science Direct, and Scielo, applying the PRISMA method for the selection of 17 researches using the variables “Transformational leadership in education”, “Influence of transformational leadership in educational institutions”, from 2018 to 2023, in English and Spanish language. As a conclusion, it was found that transformational leadership has a lot of influence in education, due to the fact that the competencies of managers and teachers seek to be based on the expectations, perceptions and motivations of the student in reference to improving the quality of the teaching and learning process.
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