Transformación de aprendizajes en educación primaria a partir de capacidades de liderazgo
Abstract
El objetivo del presente estudio fue determinar los efectos de un programa de evolución transformacional de capacidades de liderazgo, motivación y manejo del clima escolar, región La Libertad, Perú, a partir de la percepción de docentes y padres de familia antes y después de la aplicación del programa. Esta investigación responde a un enfoque mixto, con un diseño tipo explicativo secuencial convergente que incluyó reuniones de grupos focales con 26 docentes y 94 padres de familia, así como cinco entrevistas en profundidad aplicadas a expertos y la aplicación de pre y postest. El programa contó con cuatro talleres (uno por semana) de una hora con 50 minutos de duración, aplicados en octubre-noviembre del 2024. Según los resultados, antes de la intervención, las capacidades de liderazgo, motivación y manejo del clima escolar fueron calificadas predominantemente como regulares (88.3%, 89.4% y 75.5%, respectivamente); después de la intervención, como buenas (89.4%, 87.2% y 84.0%, respectivamente). Los aprendizajes escolares pasaron de niveles regulares (experimentador 64.9%, reflexivo 78.7%, teórico 63.8% y pragmático 53.2%) a buenos (89.4%, 89.4%, 91.5% y 86.2%, respectivamente). Se concluyó que la aplicación del programa generó mejoras significativas en las capacidades evaluadas, consolidándose como estrategia para transformar los aprendizajes de los participantes.
References
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Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203939895
Ke, W., Peng, L., & Wang, L. (2025). Effects of college students’ perceived transformational leadership of physical education teachers on their exercise adherence: Serial-mediated roles of physical self-efficacy and exercise motivation. Acta Psychologica, 254, 104878. https://doi.org/10.1016/j.actpsy.2025.104878
Khan, S., & Aurangzeb, W. (2025). Critical analysis of the relationship between distributed leadership and educational outcome. Humanities and Social Sciences Bulletin of the Financial University, 3(1), 147–162. https://theijssb.com/index.php/IJSSB/article/view/328
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Liu, J., Qiang, F., & Kang, H. (2023). Distributed leadership, self-efficacy and wellbeing in schools: A study of relations among teachers in Shanghai. Humanities and Social Sciences Communications, 10(1), 1–9. https://doi.org/10.1057/s41599-023-01696-w
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Phillips, D., Stewart-Fox, T., Phillips, S., & Bhojedat, J. (2023). Distributed leadership in education: A systematic review of its role in fostering innovative practices and enhancing school performance. International Journal of Science and Research (IJSR), 12(11), 2083–2089. https://www.ijsr.net/getabstract.php?paperid=SR231128014118
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Raimundo, R., Oliveira, S., Roberto, M. S., & Marques-Pinto, A. (2024). Effects of a social–emotional learning intervention on social–emotional competencies and behavioral problems in elementary students amid COVID-19. International Journal of Environmental Research and Public Health, 21(9), 1223. https://doi.org/10.3390/ijerph21091223
Riascos, L. E., & Becerril, I. (2021). Liderazgo educativo docente. Un modelo para su estudio, discusión y análisis. Educación y Educadores, 24(2), 243–264. https://doi.org/10.5294/edu.2021.24.2.4
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509
Ryan, R. M., & Deci, E. L. (2018). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806
Sánchez, C., Reigal, R. E., Hernández, J., Hernández, A., & Morales, V. (2024). Engagement in transformational leadership by teachers influences the levels of self-esteem, motor self-efficacy, enjoyment, and intention to be active in physical education students. Sports, 12(7), 191. https://doi.org/10.3390/sports12070191
Sultana, N., Ayoob, M., Samson, H., & Saeed, A. (2024). Explore how transformational leadership styles impact educational environments and student. Bulletin of Business and Economics (BBE), 13(3), 500–507. https://doi.org/10.61506/01.00530
Tambunan, D. M., & Iskandar, F. (2024). Leadership transformational college tall based on quality management in education realizing professional lecturers in schools tall theology. Journal of Ecohumanism, 3(8), 2254–2260. https://doi.org/10.62754/joe.v3i8.4900
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Villafuerte, J. S., & Cevallos, D. P. (2021). Liderazgo educativo en tiempos de pandemia: La educación no será la misma que conocimos. Revista Historia de La Educación Latinoamericana, 23(37), 15–40. https://dialnet.unirioja.es/descarga/articulo/8258663.pdf
World Medical Association Declaration of Helsinki. (2013). Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191–2194. https://www.wma.net/wp-content/uploads/2016/11/DoH-Oct2013-JAMA.pdf
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Álvarez, N. B., Cardozo, J. J., & Mejía, S. M. (2023). Posturas del paradigma socio-crítico como aportes a la educación y gestión educativa en Colombia. DIALOGUS, (10), 119–133. https://dialnet.unirioja.es/servlet/articulo?codigo=9486120
Asencio, G. K. (2024). Programa de nivelación académica para mejorar el aprendizaje continuo en estudiantes universitarios de VII ciclo de ciencias económicas. Reincisol., 3(6), 3253–3276. https://doi.org/10.59282/reincisol.V3(6)3253-3276
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill Education. https://cetl.ppu.edu/sites/default/files/publications/-John_Biggs_and_Catherine_Tang-_Teaching_for_Quali-BookFiorg-.pdf
Cárcamo, L. M., Fiallos, M. O., Suyapa, N., & Bardales, K. F. (2025). Desarrollo de competencias de lectoescritura en la formación del profesorado de la educación prebásica. Mujer Andina, 4(1), e040106. https://doi.org/10.36881/ma.v4i1.1068
Chaudhary, A. A., Ali, N. Z., Maqsood, N., Nasarullah, A., & Calimlim, R. J. F. (2024). The influence of emotional intelligence in educational leadership and school climate. Journal of Education and Social Studies, 5(2), 453–461. https://doi.org/10.52223/jess.2024.5225
Chávez, L. M., Castro, M. C., Urquizo, J. A., & Majo, H. R. (2022). Liderazgo pedagógico aplicado a la práctica docente en tiempos de crisis pandémica en Perú. Revista De Ciencias Sociales, 28, 124–134. https://doi.org/10.31876/rcs.v28i.38150
Cifuentes, J. E., González, J. W., & González, A. (2020). Efectos del liderazgo escolar en el aprendizaje. Panorama, 14(26), 78–93. https://doi.org/10.15765/PNRM.V14I26.1482
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE. https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf
Danti, D. R., Budi, A., & Zuhaery, M. (2025). Implementation of positive behaviour support (PBS) in inclusive education. Edunesia: Jurnal Ilmiah Pendidikan, 6(1), 105–122. https://doi.org/10.51276/edu.v6i1.1064
Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221–258. https://doi.org/10.1177/0013161X15616863
Dweck, C. S. (2016). Mindset: The new psychology of success. Random House, Penguin Random House LLC. https://adrvantage.com/wp-content/uploads/2023/02/Mindset-The-New-Psychology-of-Success-Dweck.pdf
Elswick, S. E., Cuellar, M. J., & Mason, S. E. (2019). Leadership and school social work in the USA: A qualitative assessment. School Mental Health, 11(3), 535–548. https://doi.org/10.1007/S12310-018-9298-8
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Rodriguez Jansorn, N., & Van Voorhis, F. L. (2002). School, family, and community partnerships: Your handbook for action (2nd ed.). Corwin Press. https://www.govinfo.gov/content/pkg/ERIC-ED467082/pdf/ERIC-ED467082.pdf
Fullan, M. (2001). Leading in a culture of change. ERICK. https://files.eric.ed.gov/fulltext/ED467449.pdf
Fuster, D. E. (2019). Qualitative research: Hermeneutical phenomenological method. Propósitos y Representaciones, 7(1), 201–229. https://www.researchgate.net/publication/330233808_Investigacion_cualitativa_Metodo_fenomenologico_hermeneutico
Fute, A., Oubibi, M., & Kangwa, D. (2024). Exploring the influence of family socio-cultural factors on students’ learning engagement at school through a mediation model. Journal of Human Behavior in the Social Environment, 35(4), 391–406. https://doi.org/10.1080/10911359.2024.2302518
Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203939895
Ke, W., Peng, L., & Wang, L. (2025). Effects of college students’ perceived transformational leadership of physical education teachers on their exercise adherence: Serial-mediated roles of physical self-efficacy and exercise motivation. Acta Psychologica, 254, 104878. https://doi.org/10.1016/j.actpsy.2025.104878
Khan, S., & Aurangzeb, W. (2025). Critical analysis of the relationship between distributed leadership and educational outcome. Humanities and Social Sciences Bulletin of the Financial University, 3(1), 147–162. https://theijssb.com/index.php/IJSSB/article/view/328
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall. https://www.researchgate.net/publication/235701029_Experiential_Learning_Experience_As_The_Source_Of_Learning_And_Development
León, R., & Gallardo, Y. C. (2024). Influencia del liderazgo transformacional en el desempeño docente en una institución educativa peruana. Espergesia, 11(1), e110103. https://doi.org/10.18050/rev.espergesia.v11i1.2851
Liu, J., Qiang, F., & Kang, H. (2023). Distributed leadership, self-efficacy and wellbeing in schools: A study of relations among teachers in Shanghai. Humanities and Social Sciences Communications, 10(1), 1–9. https://doi.org/10.1057/s41599-023-01696-w
Martinez, Y., & Gross, R. (2024). Paradigma socio-crítico en la gestión científico-pedagógica de la atención a educandos con necesidades educativas especiales. Revista Científica Del Amazonas, 7(13), 56–67. https://doi.org/10.34069/RA/2024.13.06
Montañez, A. P., Palumbo, G. B., Ramos, R. P., & Ramos, P. M. (2022). Estilos de liderazgo en organizaciones educativas: Aproximaciones teóricas. Revista Venezolana De Gerencia, 27(97), 170–182. https://doi.org/10.52080/rvgluz.27.97.12
Morales C., J. (2024). Adela Cortina y Victoria Camps ¿Cómo construir espacios socioedu-cativos y éticos para el ejercicio de la ciudadanía global? Mujer Andina, 2(2), 113–126. https://doi.org/10.36881/ma.v2i2.869
Muñoz, A. L., & Arévalo, H. T. (2025). Liderazgo transformacional y su influencia en la gestionabilidad docente en entornos virtuales. SAGA: Revista Científica Multidisciplinar, 2(1), 151–163. https://revistasaga.org/index.php/saga/article/view/38
Myende, P. E., Ncwane, S. H., & Bhengu, T. T. (2022). Leadership for learning at district level: Lessons from circuit managers working in deprived school contexts. Educational Management Administration and Leadership, 50(1), 99–120. https://doi.org/10.1177/1741143220933905
Naway, F., Haris, I., & Nue, Y. (2019). The influence of teachers’ leadership and classroom climate on students’ achievement motivation. Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 1–11. https://doi.org/10.4108/eai.14-9-2019.2290060
Olaya, M. E. (2024). Liderazgo transformacional y su influencia en las instituciones educativas. Horizontes Revista de Investigación En Ciencias de La Educación, 8(35), 2533–2544. https://doi.org/10.33996/revistahorizontes.v8i35.886
Ortiz, C. M. (2021). El paradigma sociocrítico y la práctica evaluativa en educación. Revista Educa, 2(enero-junio), 57–66. http://historico.upel.edu.ve:81/revistas/index.php/EDUCA/article/view/9472
Patiño, A., Ramírez, M. S., & Buenestado, M. (2023). Active learning and education 4.0 for complex thinking training: Analysis of two case studies in open education. Smart Learning Environments, 10(1), 1–21. https://doi.org/10.1186/s40561-023-00229-x
Phillips, D., Stewart-Fox, T., Phillips, S., & Bhojedat, J. (2023). Distributed leadership in education: A systematic review of its role in fostering innovative practices and enhancing school performance. International Journal of Science and Research (IJSR), 12(11), 2083–2089. https://www.ijsr.net/getabstract.php?paperid=SR231128014118
Puradiredja, D. I., Kintu, L., Eyber, C., Weigel, R., Broucker, B., Lindkvist, M., Casamitjana, N., Reynolds, R., Klinkel, H. F., Matteelli, A., & Froeschl, G. (2022). Adapting teaching and learning in times of COVID-19: A comparative assessment among higher education institutions in a global health network in 2020. BMC Medical Education, 22(1), 1–12. https://doi.org/10.1186/S12909-022-03568-4
Raimundo, R., Oliveira, S., Roberto, M. S., & Marques-Pinto, A. (2024). Effects of a social–emotional learning intervention on social–emotional competencies and behavioral problems in elementary students amid COVID-19. International Journal of Environmental Research and Public Health, 21(9), 1223. https://doi.org/10.3390/ijerph21091223
Riascos, L. E., & Becerril, I. (2021). Liderazgo educativo docente. Un modelo para su estudio, discusión y análisis. Educación y Educadores, 24(2), 243–264. https://doi.org/10.5294/edu.2021.24.2.4
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674. https://doi.org/10.1177/0013161X08321509
Ryan, R. M., & Deci, E. L. (2018). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806
Sánchez, C., Reigal, R. E., Hernández, J., Hernández, A., & Morales, V. (2024). Engagement in transformational leadership by teachers influences the levels of self-esteem, motor self-efficacy, enjoyment, and intention to be active in physical education students. Sports, 12(7), 191. https://doi.org/10.3390/sports12070191
Sultana, N., Ayoob, M., Samson, H., & Saeed, A. (2024). Explore how transformational leadership styles impact educational environments and student. Bulletin of Business and Economics (BBE), 13(3), 500–507. https://doi.org/10.61506/01.00530
Tambunan, D. M., & Iskandar, F. (2024). Leadership transformational college tall based on quality management in education realizing professional lecturers in schools tall theology. Journal of Ecohumanism, 3(8), 2254–2260. https://doi.org/10.62754/joe.v3i8.4900
Thomas, M. B., Muscat, A., Zuccolo, A., Luguetti, C. N., & Watt, A. (2025). Navigating pedagogical innovation in higher education: Education academics’ experiences with active and inquiry-based learning in intensive teaching. Innovative Higher Education, 1–27. https://doi.org/10.1007/s10755-025-09807-y
Velayudhan, A., Gayatridevi, S., Benedict, J. N., & Devi, N. V. A. (2011). Leadership development intervention: An experimental study. Asia Pacific Business Review, 7(2), 178–188. https://doi.org/10.1177/097324701100700217
Villafuerte, J. S., & Cevallos, D. P. (2021). Liderazgo educativo en tiempos de pandemia: La educación no será la misma que conocimos. Revista Historia de La Educación Latinoamericana, 23(37), 15–40. https://dialnet.unirioja.es/descarga/articulo/8258663.pdf
World Medical Association Declaration of Helsinki. (2013). Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191–2194. https://www.wma.net/wp-content/uploads/2016/11/DoH-Oct2013-JAMA.pdf
Yun Cheng, T. (2024). Empowering students through active learning in educational big data analytics. Smart Learning Environments, 11(1), 1–21. https://doi.org/10.1186/s40561-024-00300-1
Published
2025-11-24
How to Cite
Lora Loza, M. G., Reynosa Navarro, E., Leyva Aguilar, N. A., & Villavicencio Palacios, L. del C. (2025). Transformación de aprendizajes en educación primaria a partir de capacidades de liderazgo. Revista Venezolana De Gerencia, 30(14), 1651-1669. https://doi.org/10.52080/rvgluz.30.especial14.49
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