Liderazgo docente y motivación académica en educación superior
DOI:
https://doi.org/10.18004/ucsa/2409-8752/2024.011.03.053Palabras clave:
Liderazgo, motivación, factorial; correlación, educaciónResumen
La investigación sobre los estilos de liderazgo es amplia y su aplicación se ha analizado en diversos contextos. La motivación estudiantil depende de múltiples factores internos y externos. Este estudio examina la relación entre estilos de liderazgo docente y la motivación en estudiantes universitarios de Ecuador y Perú. La investigación es de carácter cuantitativa y utilizó una muestra de 548 estudiantes universitarios. La muestra fue no probabilística por conveniencia. A través de un análisis factorial, se identificaron tres estilos de liderazgo: transaccional, transformacional y laissez-faire; y cuatro tipos de motivación: extrínseca, intrínseca hacia experiencias, intrínseca hacia el conocimiento y amotivación. El liderazgo transformacional está asociado con la motivación intrínseca y extrínseca de los estudiantes, mientras que el liderazgo laissez-faire se correlaciona con la amotivación. Se concluye que la correlación entre liderazgo docente y motivación estudiantil es consistente en ambos países, aunque se muestra más fuerte para Perú. Los resultados de esta investigación muestran que los estilos de liderazgo se asocian a tipos de motivación estudiantil. Futuras investigaciones deben orientarse a la identificación de relaciones de causalidad de estas variables.
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