Transformational Leadership in Teaching: Mier y Pesado School, a Case Study
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| Autores: | , |
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| Formato: | artículo original |
| Estado: | Versión publicada |
| Fecha de Publicación: | 2014 |
| Descripción: | The present research is founded on the premise that in a school, the teacher is a leader and must be perceived as such to manage the classroom in order to make things happen. The case under study uses an exploratory-descriptive methodology to analyze whether the teachers Mier y Pesado School, located in Mexico City, perceive having any of the characteristics from Transformational Leadership (TL). Regarding this question, the researchers’ perception leads to two hypotheses: 1) the higher the teachers’ educational level is, the more TL characteristics they have; 2) the more teaching experience teachers have, the more LT characteristics they have acquired throughout the years. The data collection instrument used was a questionnaire. Among the limitations of the study, it can be noted that the correlations –between teaching experience, educational level and LT characteristics-- were not significant for the proposed hypotheses due to the small sample size used. However, future research is encouraged by applying the questionnaire with a larger sample. |
| País: | Portal de Revistas UCR |
| Institución: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Lenguaje: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/14380 |
| Acceso en línea: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/14380 |
| Palabra clave: | leadership Transformational Leadership teaching educational level Liderazgo Liderazgo Transformacional trabajo docente grado de estudios |