Liderazgo docente y rendimiento académico con los estudiantes de segundo y tercer nivel de la Carrera de Educación Básica de la Universidad Técnica de Ambato

Abstract

The present research aimed to analyze the influence of teacher leadership on the academic performance of second- and third-level students in the Basic Education program at the Technical University of Ambato. For data collection, a survey was used as the technique, and a questionnaire consisting of 10 questions designed using the Likert scale was employed as the instrument. This questionnaire was administered to the students and validated by experts in the field, ensuring the reliability of the instrument. The study follows a non-experimental, cross-sectional design, as the information was collected at a specific point in time without manipulation of the independent variable. It uses a mixed qualitative-quantitative approach, combining numerical analysis with the interpretation of perceptions. The research was conducted through both bibliographic and field modalities, at a descriptive level, characterizing the two variables. The population consisted of 72 students from the Basic Education program. For data analysis, the statistical software SPSS Statistics was used, allowing for clear and precise results. The findings show that transformational leadership is the most perceived by students, as it seeks to inspire, motivate, and develop followers through emotional connection and a shared vision. Conversely, authoritarian leadership is the least perceived. In conclusion, the teacher plays a fundamental role as a guide in the teaching-learning process. Their preparation must include not only content mastery ("knowing"), but also the development of personal and social skills ("being"), and the ability to apply appropriate methodologies in educational practice ("doing")