Medición de la importancia del liderazgo pedagógico de acuerdo con la percepción de los evaluadores

  1. Raúl González-Fernández
  2. Ernesto López-Gómez 1
  3. Buratin Khampirat 1
  4. Samuel Gento 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2021

Número: 394

Páginas: 39-66

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2021-394-500 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

Existen numerosos estudios sobre liderazgo pedagógico, pero falta un instrumento para medir el liderazgo pedagógico en función de las características contextuales y culturales del sistema educativo español. Los propósitos de este estudio fueron examinar la estructura factorial de la Escala de Liderazgo Pedagógico (PLEADS) entre grupos de directores, miembros del equipo directivo y profesorado; y estudiar el efecto de los tipos de evaluadores y evaluados sobre la determinación de la importancia de liderazgo. Este estudio recopiló datos de 2.107 evaluadores, el 62.32% eran mujeres y el 37.64% eran hombres (0.04% no contestó). Evaluaron la importancia del liderazgo pedagógico para 729 directores, 330 otros miembros del equipo directivo y 1.048 maestros. Se realiza un análisis factorial confirmatorio multigrupo para probar la invariancia de la estructura factorial. Se emplearon análisis de regresión lineal múltiple para evaluar la influencia del tipo de evaluador y líder en la puntuación de liderazgo. Los resultados respaldaron que PLEADS se puede aplicar bien a la evaluación de la percepción de la importancia del liderazgo pedagógico por parte de las partes interesadas y se pueden hacer comparaciones entre grupos de medias en el PLEADS. Estos hallazgos evidencian la validez, confiabilidad e invarianza de la PLEADS en España, confirmando que se puede aplicar en otros países.

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