Liderazgo visionario y gestión de crisis en educación
la perspectiva de los docentes de secundaria
DOI:
https://doi.org/10.22633/rpge.v29iesp1.20457Palabras clave:
Líder, Liderazgo visionario, Gestión de crisis, Liderazgo en crisis, ProfesorResumen
Este estudio analiza las habilidades de liderazgo visionario y gestión de crisis de los docentes, figuras clave en la vida de los estudiantes, agrupados en tres categorías: Verbal (Turco, Estudios Sociales y Lenguas Extranjeras), Numérica (Matemáticas y Ciencias) y Social (Educación Física, Música y Arte). El objetivo fue evaluar sus niveles de liderazgo visionario y gestión de crisis, analizar la relación entre ambas competencias e identificar diferencias según variables específicas. Utilizando un modelo de encuesta, se recopilaron datos de 303 docentes (151 hombres y 152 mujeres) seleccionados mediante muestreo estratificado. La edad promedio y los años de servicio de los participantes presentaron una distribución homogénea. Se aplicaron dos instrumentos: la Escala de Liderazgo Visionario (Sashkin, 1996; adaptada por Tanrıbil, 2015) y la Escala de Gestión de Crisis (Çalışkan, 2020). Los análisis incluyeron pruebas de Kolmogorov-Smirnov, t de Student, ANOVA bidireccional y correlación de Pearson. Los resultados mostraron niveles bajos en ambas competencias, pero una correlación positiva y fuerte entre ellas, indicando influencia mutua.
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