El liderazgo transformacional en el trabajo docente: Colegio Mier y Pesado, un estudio de caso

  • Meza-Mejía M
  • Flores-Alanís I
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Abstract

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.

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Meza-Mejía, M. D. C., & Flores-Alanís, I. M. (2014). El liderazgo transformacional en el trabajo docente: Colegio Mier y Pesado, un estudio de caso. Revista Educación, 38(1), 101. https://doi.org/10.15517/revedu.v38i1.14380

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