Liderazgo pedagógico directivo y su relación con la práctica docente en educación básica

Jenrry Dávila-Amasifuen; María  García-Paredes

doi:10.55873/83z0wf03

Authors

Jenrry Dávila-Amasifuen Universidad Nacional de San Martín https://orcid.org/0000-0002-8338-7866
María García-Paredes Universidad Nacional de San Martín https://orcid.org/0000-0002-8334-6992

DOI:

https://doi.org/10.55873/83z0wf03

Keywords:

teacher performance, basic education, educational management, pedagogical leadership, teaching practice

Abstract

The study aimed to determine the relationship between administrative pedagogical leadership and teaching practice at an educational institution in Tarapoto, Peru. A basic research study was conducted using a quantitative approach, a descriptive-correlational scope, and a non-experimental, cross-sectional design. Fifty teachers participated, completing questionnaires administered via a survey method. The results showed that 58% perceived a moderate level of administrative pedagogical leadership, 34% a high level, and 8% a low level. Regarding teaching practice, 94% demonstrated a high level. The dimensions of pedagogical leadership showed predominantly very weak associations with teaching practice; only the goal-setting and formative dimensions showed weak positive correlations, while the affective dimension showed no association. It is concluded that no statistically significant relationship was found between administrative pedagogical leadership and teaching practice (r = 0.110; p > 0.05) in the context studied.

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