SCHOOL LEADERSHIP AND ITS ORGANIZATIONAL EFFECTS IN EDUCATIONAL IMPROVEMENT PROCESSES
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Abstract
This research presents the analysis of the leadership practices of directors within their educational establishments in Chile, from their self-perceptions and the opinions of the teachers under their charge to show if these types of leadership are related to the organizational effects in improvement educational processes. The non-experimental design of a correlational and cross-sectional study allowed us to analyze the data collected after the application of two instruments: Bass and Avolio's Multifactorial Questionnaire on Transformational Leadership and the Instructional Leadership Inventory proposed by Alig-Mielcarek, to then compare the relationships between these leaderships independently and integrated with the organizational effects. Among the results, it stands out the finding that transformational leadership presents a significant relationship with the organizational effects as well as instructional leadership and that both present very similar figures both independently and integrated, therefore it was found that they do not present significant differences in the assessment of the respondents regarding the relationships of the two school leaders with the organizational effects, on the contrary, the two leaders are integrated. It was concluded that the importance of this research lies in the fact that it allowed us to contribute with reliable evidence regarding the influence exercised by directors, who develop the categories of instructional leadership style and/or transformational leadership style, both independently as well as in an integrated and synergistic way when relating to the processes of educational improvement and with the important organizational effects for the processes of change.
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