Liderazgo transformacional, eficacia colectiva docente y trabajo colaborativo: evidencias desde instituciones educativas públicas rurales ecuatorianas
DOI:
https://doi.org/10.65415/ekv0rn95Palabras clave:
liderazgo transformacional, eficacia colectiva docente, trabajo colaborativo, educación rural, liderazgo escolar, EcuadorResumen
El estudio tuvo como objetivo analizar la relación entre el liderazgo transformacional, la eficacia colectiva docente y el trabajo colaborativo en instituciones educativas públicas rurales del cantón 24 de Mayo, Manabí, Ecuador. Se desarrolló bajo un enfoque mixto con predominio cuantitativo y un diseño secuencial explicativo (QUAN→qual), de alcance descriptivo, correlacional y explicativo-complementario. En la fase cuantitativa participaron 20 docentes, a quienes se aplicó un cuestionario estructurado para evaluar las tres variables y sus respectivas dimensiones; las asociaciones fueron examinadas mediante el coeficiente rho de Spearman. Los resultados mostraron niveles medios de liderazgo transformacional (M = 2,89), eficacia colectiva docente (M = 3,42) y trabajo colaborativo (M = 3,11), destacándose la capacidad pedagógica colectiva como la única dimensión situada en un nivel alto. Se identificó una asociación positiva casi perfecta entre liderazgo transformacional y trabajo colaborativo (ρ = 0,923), así como una relación positiva muy fuerte entre eficacia colectiva docente y trabajo colaborativo (ρ = 0,825). Asimismo, el liderazgo transformacional se relacionó muy fuertemente con la eficacia colectiva docente (ρ = 0,874). A nivel dimensional, la motivación inspiracional (ρ = 0,921) y la consideración individualizada (ρ = 0,905) presentaron las asociaciones más elevadas con el trabajo colaborativo. Se concluye que el liderazgo transformacional, la eficacia colectiva docente y la colaboración profesional conforman un entramado estrechamente relacionado en las instituciones rurales estudiadas. Los hallazgos resaltan la importancia de fortalecer el liderazgo relacional y pedagógico, las capacidades colectivas del profesorado y las comunidades profesionales de aprendizaje, sin atribuir relaciones causales debido al carácter transversal y al reducido tamaño de la muestra.
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Derechos de autor 2026 Melanie Miusette Maya-Correa, Carla Melisa López-Moreira , Angie Johanna Vera-Ortiz, Víctor Hugo Mayorga-Villegas
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
