Liderazgo en el aula y la eficacia docente como variable moderadora en el rendimiento académico
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https://doi.org/10.17227/rce.num92-17229Palabras clave:
Liderazgo en el aula, liderazgo docente, liderazgo transformacional, rendimiento académico, ILDA (Instrumento de Liderazgo Docente en el Aula de Clase)Resumen
Este artículo es el resultado de la investigación sobre el efecto moderador de la ‘efectividad docente’, frente a la relación del estilo de liderazgo docente en el aula de clase y el rendimiento académico. La investigación atendió una población de estudiantes universitarios que cursaban asignaturas de administración y finanzas. Los resultados del estudio validaron la relación positiva esperada, entre el estilo de liderazgo transformacional y el rendimiento académico. Además, respaldar el efecto moderador beneficio de la efectividad docente. La técnica utilizada fue la regresión jerárquica de datos del cuestionario ILDA (Instrumento de Liderazgo Docente en el Aula de Clase) y las calificaciones finales de las asignaturas. Los resultados mostraron una influencia significativa entre: el liderazgo del docente sobre el desempeño académico, y el efecto moderador de la efectividad del docente sobre el rendimiento académico. Los hallazgos servirán para mejorar la calidad y los procesos en la formación universitaria.
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