Liderazgo educativo y aprendizaje autónomo: un análisis en el contexto del proyecto efecto Áncash
Educational Leadership and Autonomous Learning: An Analysis in the Context of the Ancash Effect ProjectContenido principal del artículo
El liderazgo educativo constituye un factor determinante para el desarrollo del aprendizaje autónomo estudiantil en contextos educativos vulnerables. El objetivo del presente estudio fue analizar la relación entre la calidad del liderazgo docente y la competencia de los estudiantes para gestionar su aprendizaje de manera autónoma en el proyecto Efecto Áncash. Se empleó un enfoque cuantitativo con diseño no experimental transversal, aplicando encuestas a 12 docentes, 12 acompañantes pedagógicos y 251 estudiantes. Los resultados revelaron que el 92% de los docentes se autoevaluó en niveles "en proceso" o "satisfactorio" de liderazgo, mientras que los acompañantes redujeron esta proporción al 75%. Respecto al aprendizaje autónomo, el 77% de estudiantes se ubicó en niveles medios y altos según autoevaluación, pero solo el 49% según evaluación docente. El modelo de ecuaciones estructurales evidenció relaciones significativas entre ambas variables (cargas factoriales > 0.90), aunque con limitaciones de ajuste (RMSEA = 0.160). Se concluye que el liderazgo docente influye significativamente en el desarrollo de la autonomía estudiantil, requiriéndose mejoras en la estructura del modelo y atención a las brechas perceptivas entre actores educativos.
Educational leadership constitutes a determining factor for the development of student autonomous learning in vulnerable educational contexts. The objective of this study was to analyze the relationship between teacher leadership quality and students' competency to manage their learning autonomously in the Ancash Effect project. A quantitative approach with cross-sectional non-experimental design was employed, applying surveys to 12 teachers, 12 pedagogical mentors, and 251 students. Results revealed that 92% of teachers self-evaluated at "in progress" or "satisfactory" leadership levels, while mentors reduced this proportion to 75%. Regarding autonomous learning, 77% of students placed themselves at medium and high levels according to self-assessment, but only 49% according to teacher evaluation. The structural equation model showed significant relationships between both variables (factor loadings > 0.90), although with fit limitations (RMSEA = 0.160). It is concluded that teacher leadership significantly influences the development of student autonomy, requiring improvements in the model structure and attention to perceptual gaps between educational stakeholders.
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