Educational Leadership and Teaching Performance

Abstract

The main objective of this article is to generate a theoretical construct based on directive leadership and teaching performance. From this perspective, it is intended to establish valid criteria, which at the scientific level express the teaching performance and leadership capital importance that is exercised, as a figure of relevance and a model to follow. The importance of managerial leadership and the teaching function from a collaborative perspective are also highlighted as performances that merge together.

The research from the methodological point of view was based on the descriptive-correlational type; the design is non-experimental and transversal. The research sample was selected as follows: in the case of the leadership variable, 5 teachers from the academic study control staff; and in the case of the variable teaching performance, 10 students from the Universidad Mayor de San Simón were taken in the career of Commercial Engineering. The data was collected using the questionnaire technique, in its survey modality, such as the Lewin Leadership Test, which corresponds to 32 items. The teaching activity satisfaction questionnaire was also applied, in which 20 items were established.

The conclusions showed that the leadership style that predominates most in the management of the institution’s principal is the democratic style, with an evident tendency towards respectful and friendly behavior towards its staff, with a participative attitude that generates that same environment and with an imminent willingness to promote interpersonal relationships. Finally, the correlation of the variables leadership and teaching performance was verified, where the level of correlation approval was 40%.