Liderazgo transformacional y desempeño docente en el Cepre de la Universidad Nacional del Centro del Perú
This research had as objective to describe the influence of transformational leadership on the teaching performance at the Pre-University Center of the Universidad Nacional del Centro del Perú (Cepre-UNCP, by its acronym in Spanish). It was used the methodology of scientific research, whose specific...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Perú |
| Institución: | Universidad Nacional del Centro de Perú |
| Repositorio: | Revistas - Universidad Nacional del Centro de Perú |
| Idioma: | español |
| OAI Identifier: | oai:revistas.uncp.edu.pe:article/528 |
| Acceso en línea: | https://revistas.uncp.edu.pe/index.php/socialium/article/view/528 |
| Access Level: | acceso abierto |
| Palabra clave: | motivación inspiracional influencia idealizada estimulación intelectual consideración individualizada liderazgo transformacional desempeño docente inspirational motivation idealized influence intellectual stimulation individualized consideration transformational leadership, teaching performance |
| Sumario: | This research had as objective to describe the influence of transformational leadership on the teaching performance at the Pre-University Center of the Universidad Nacional del Centro del Perú (Cepre-UNCP, by its acronym in Spanish). It was used the methodology of scientific research, whose specifications are: basic type, descriptive-correlational level and non-experimental transversal design. The sample was composed of 50 teachers from the Cepre-UNCP, who were administered a questionnaire survey. The results obtained indicate that the influence of transformational leadership on the teaching performance at the Cepre-UNCP is significant. This is because the value of the continuity correction is 45 and the p-value is 0.00, less than 0.05, so we reject the null hypothesis and accept the research hypothesis in the sense that transformational leadership significantly influences the performance of teachers. DOI: https://doi.org/10.31876/sl.v1i1.2 |
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