Gestión educativa estratégica y oratoria pedagógica en la formación profesional universitaria

Strategic educational management and pedagogical oratory in university professional training

Contenido principal del artículo

Autores/as

Introducción: La capacidad oratoria docente es una competencia transversal clave en la educación superior, fundamental para la comunicación efectiva y el desempeño profesional, pero presenta limitaciones en su desarrollo formativo. Objetivo: Determinar la relación entre la gestión educativa estratégica y la oratoria pedagógica en la formación profesional de estudiantes de Filosofía de la Facultad de Ciencias Sociales y Humanidades de la Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú. Metodología: Se aplicó un enfoque cuantitativo, no experimental, correlacional-causal. La muestra incluyó 100 estudiantes, evaluados mediante cuestionario validado. Los datos se analizaron con regresión logística ordinal y chi-cuadrado en SPSS v25, evaluando dimensiones contextuales, expresivo-verbal, temática y psíquica. Resultados: Se encontró una relación estadísticamente significativa entre gestión educativa estratégica y oratoria pedagógica (p = 0,001; R² de Nagelkerke = 0,581). Las dimensiones evaluadas mostraron los siguientes resultados: contextual (R² = 0,582; p = 0,001), expresivo-verbal (R² = 0,419; p = 0,001), temática (R² = 0,399; p = 0,001) y psíquica (R² = 0,303; p = 0,003), evidenciando la influencia de la gestión estratégica sobre competencias comunicativas y profesionales. Conclusiones: La gestión educativa estratégica fortalece la oratoria pedagógica y las competencias comunicativas de los estudiantes universitarios, destacando su papel en el desarrollo profesional y en la efectividad de los procesos formativos en educación superior.
Introduction: Teacher oratory skills represent a crucial cross-cutting competence in higher education, fundamental for effective communication and professional performance; however, their development within teacher training frameworks remains limited. Objective: This study aims to determine the relationship between strategic educational management and pedagogical oratory in the professional training of Philosophy students at the Faculty of Social Sciences and Humanities of the Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Peru. Methodology: A quantitative, non-experimental, and correlational-causal research design was adopted. The sample consisted of 100 students, assessed using a validated questionnaire. Data analysis was performed using ordinal logistic regression and the chi-square test in SPSS v25, evaluating contextual, verbal-expressive, thematic, and psychological dimensions. Results: A statistically significant relationship was identified between strategic educational management and pedagogical oratory (p = .001; Nagelkerke R² = .581). The evaluated dimensions also yielded significant results: contextual (R² = .582; p = .001), verbal-expressive (R² = .419; p = .001), thematic (R² = .399; p = .001), and psychological (R² = .303; p = .003), demonstrating the influence of strategic management on communicative and professional competencies. Conclusions: Strategic educational management strengthens pedagogical oratory and the communicative skills of university students, highlighting its pivotal role in professional development and the overall effectiveness of instructional processes in higher education.

Detalles del artículo

Cómo citar
Bustillos Robles, H., Ureta Crisóstomo, O. N., Javier Rios, Y. E., Villarreal Grados, A. M., & Fernández Trujillo, M. R. (2026). Gestión educativa estratégica y oratoria pedagógica en la formación profesional universitaria. Revista Tribunal, 6(16), 1-13. https://doi.org/10.59659/revistatribunal.v6i16.497
Número
Vol. 6 Núm. 16 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Julio – Septiembre 2026
Sección
Artículos de Investigación
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Bustillos Robles, H., Ureta Crisóstomo, O. N., Javier Rios, Y. E., Villarreal Grados, A. M., & Fernández Trujillo, M. R. (2026). Gestión educativa estratégica y oratoria pedagógica en la formación profesional universitaria. Revista Tribunal, 6(16), 1-13. https://doi.org/10.59659/revistatribunal.v6i16.497

Referencias

Abdul-Rahaman, N., Arkorful, V. E. y Okereke, T. (2022). Academic integration in higher education: A review of effective institutional strategies and personal factors. Frontiers in Education, 7, 856967. https://doi.org/10.3389/feduc.2022.856967

Al Hassani, A. A. y Wilkins, S. (2022). Student retention in higher education: the influences of organizational identification and institution reputation on student satisfaction and behaviors. International Journal of Educational Management, 36(6), 1046-1064. https://doi.org/10.1108/IJEM-03-2022-0123

Arjona, M. d. P., Lira, A. L. y Maldonado, E. A. (2022). Los sistemas de gestión de la calidad y la calidad educativa en instituciones públicas de Educación Superior de México. RETOS. Revista de Ciencias de la Administración y Economía, 12(24), 268-283. https://doi.org/10.17163/ret.n24.2022.05

Azram, M., Hong, M., Ahmad, W., Sohail, A. y Ahmad, B. (2025). The influence of Language proficiency, acculturation stress, and institutional support in enhancing personal development of international students in China. PloS one, 20(4), e0315040. https://doi.org/10.1371/journal.pone.0315040

Bhat, P. (2025). Pedagogical Challenges In The Teaching And Learning Of Oral Skills In English. African Journal of Biomedical Research, 28. https://doi.org/10.53555/AJBR.v28i1S.6696

Coidno, K. N. y Magday, W. D. (2026). Communicative Competence and Academic Performance in Oral Communication: A Descriptive-Correlational Study Among Filipino Senior High School Learners. International Journal of Transdisciplinary Research and Perspectives, 2(1), 1-10. https://doi.org/10.65138/ijtrp.2026.v2i1.6

Dauber, D. y Spencer, H. (2023). Global communication skills: contextual factors fostering their development at internationalised higher education institutions. Studies in Higher Education, 48(7), 1082-1096. https://doi.org/10.1080/03075079.2023.2182874

Derbani, A., Islam, S., Adawiyah, W. R., Naik, A. R., Gomes, R. F. y Fauzi, D. R. (2025). Overcoming public speaking anxiety: the role of personality traits self-confidence, and personal resources among Indonesian and Bangladeshi students. Current Psychology, 44(24), 19194-19206. https://doi.org/10.1007/s12144-025-08433-3

Endo, S., Busari, A. H. y Ibrahim, D. K. A. (2025). Exploring the relationship between strategic planning and educational performance: a systematic literature review. Int J Eval and Res Educ, 2252(8822), 8822. https://doi.org/10.11591/ijere.v14i2.31810

Escandon, D., Salas, J. y Moreno, J. (2023). Academic reputation quality and research: an analysis of Latin-American universities in the world higher education institution rankings from the perspective of organizational learning theory. Journal of Further and Higher Education, 47(6), 754-768. https://doi.org/10.1080/0309877X.2023.2176204

Galdames, M. (2023). Distributed leadership: School principals’ practices to promote teachers’ professional development for school improvement. Education Sciences, 13(7), 715. https://doi.org/10.3390/educsci13070715

Girmanová, L., Šolc, M., Blaško, P. y Petrík, J. (2022). Quality management system in education: Application of quality management models in educational organization—case study from the Slovak Republic. Standards, 2(4), 460-473. https://doi.org/10.3390/standards2040031

Harris, A., Jones, M. y Ismail, N. (2022). Distributed leadership: taking a retrospective and contemporary view of the evidence base. School leadership and management, 42(5), 438-456. https://doi.org/10.1080/13632434.2022.2109620

Hsu, K. C. y Liu, G. Z. (2023). The construction of a theory‐based augmented reality‐featured context‐aware ubiquitous learning facilitation framework for oral communication development. Journal of Computer Assisted Learning, 39(3), 883-898. https://doi.org/10.1111/jcal.12792

Ibarra, M. A., Vela, J. B. y Hernández, F. (2023). Interaction between knowledge management, intellectual capital and innovation in higher education institutions. Education and Information Technologies, 28(8), 9685-9708. https://doi.org/10.1007/s10639-022-11563-x

Liu, Y. y Watson, S. (2023). Whose leadership role is more substantial for teacher professional collaboration, job satisfaction and organizational commitment: a lens of distributed leadership. International Journal of Leadership in Education, 26(6), 1082-1110. https://doi.org/10.1080/13603124.2020.1820580

Luo, Z. y Li, H. (2024). Competence, preparation, and relaxation: Contributing factors to EFL student teachers' self-efficacy and teaching performance in microteaching training. Heliyon, 10(4). https://doi.org/10.1016/j.heliyon.2024.e26216

Mordovtseva, N., Slobodian, O., Hryhorieva, I., Uzhchenko, I., Tsalapova, O. y Makarenko, I. (2023). Communication culture as a key professional skill. Revista Romaneasca Pentru Educatie Multidimensionala, 15(3), 55-71. https://doi.org/10.18662/rrem/15.3/753

Munna, A. S. (2023). Instructional leadership and role of module leaders. International Journal of Educational Reform, 32(1), 38-54. https://doi.org/10.1177/10567879211042321

Nadeem, M. (2024). Distributed leadership in educational contexts: A catalyst for school improvement. Social Sciences and Humanities Open, 9, 100835. https://doi.org/10.1016/j.ssaho.2024.100835

Nkurunziza, G., Ntayi, J. M., Kyambade, M., Ssemusu, L., Nasande, M., Obedgiu, V. y Luganda, F. I. (2025). Institutional leadership and school board role performance in developing world context: moderating role of collective action. International Journal of Educational Management, 39(7), 1729-1755. https://doi.org/10.1108/IJEM-11-2024-0721

Nomin, N., Resky, M. y Lusiana, L. (2025). Strategic Planning In Achieving Optimal Quality Of Education With School Based Management: A Systematic Literature Review. Jurnal Education and Development, 13(1), 435-444. https://doi.org/10.37081/ed.v13i1.6647

Osipovskaya, E., Coelho, A. y Tasi, P. (2024). Transversal competencies assessment and pedagogical methods for higher education: A literature review. International Association for the Management of Technology Conference, https://doi.org/10.1007/978-3-031-72486-2_20

Patel, H., Perry, S., Badu, E., Mwangi, F., Onifade, O., Mazurskyy, A., . . . Chidarikire, S. (2025). A scoping review of interprofessional education in healthcare: evaluating competency development, educational outcomes and challenges. BMC medical education, 25(1), 409. https://doi.org/10.1186/s12909-025-06969-3

Peche, J. L., Cortez, N. N. y Merino, T. d. R. (2023). Liderazgo directivo en clima institucional: una revisión sistemática. Revista Investigación y Negocios, 16(28), 121-127. https://doi.org/10.38147/invneg.v16i28.237

Ramírez, M. S., Quintero, L., Sanabria, J. y Portuguez, M. (2024). Exploring complex thinking in latin American universities: comparative analysis between programs and alternative credentials. Journal of Latinos and Education, 23(5), 1744-1765. https://doi.org/10.1080/15348431.2024.2329671

Shengyao, Y., Xuefen, L., Jenatabadi, H. S., Samsudin, N., Chunchun, K. y Ishak, Z. (2024). Emotional intelligence impact on academic achievement and psychological well-being among university students: the mediating role of positive psychological characteristics. BMC psychology, 12(1), 389. https://doi.org/10.1186/s40359-024-01886-4

Sumaiya, B., Srivastava, S., Jain, V. y Prakash, V. (2022). The role of effective communication skills in professional life. World Journal of English Language, 12(3), 134-140. https://doi.org/10.5430/wjel.v12n3p134

Taye, T. y Teshome, G. (2025). The Practices and Challenges Associated With Speaking Skills Among Undergraduate Students. Journal of Social and Educational Research, 4(1), 43-60. https://doi.org/g/10.5281/zenodo.15698677

Vásquez, A. M. (2022). Oratoria y competencias comunicativas orales en estudiantes universitarios. Ciencia Latina Revista Científica Multidisciplinar, 6(1), 4398-4417.

https://doi.org/10.37811/cl_rcm.v6i1.1806