Innovative management as a continuous improvement strategy in educational institutions: Contributions of entrepreneurial leadership
DOI:
https://doi.org/10.70577/asce.v4i4.449Keywords:
deeper into causal mechanisms and underlying processes. Keywords: innovative management, entrepreneurial leadership, continuous improvement, educational innovation, institutional quality.Abstract
The objective of this research is to analyze innovative management as a strategy for continuous improvement in educational institutions in District 12D03 Mocache-Quevedo, Los Ríos Province, Ecuador, focusing on entrepreneurial leadership as a driver of institutional transformation. The study used a quantitative approach with a descriptive-correlational, non-experimental, and cross-sectional design, applied to a census sample of 60 participants, including administrators, coordinators, and teachers. Data collection was carried out using a structured survey with a five-point Likert scale, validated by experts and pilot tested. The SPSS statistical package was used for statistical analysis, and descriptive statistics and Spearman's correlation were applied to determine the association between variables.
The results indicate a high and significant positive relationship between entrepreneurial leadership and innovative management (rho = 0.742, p < 0.001), which corroborates that active and creative leadership are vectors of innovation in the institution. The descriptive analysis shows that 75% of participants agree that decisions are based on evidence, 68.4% receive support to propose creative solutions, and 73.3% constantly identify new teaching practices. However, opportunities for improvement in continuing leadership training and the systematic use of ICT are identified. The study concludes that innovative management, supported by entrepreneurial leadership, is a determining factor for continuous improvement, promoting quality, collaborative education oriented toward sustainable change. It recommends strengthening teacher training programs, consolidating professional learning communities, strategically integrating ICT, and ensuring equitable participation of educational actors. Future research should adopt longitudinal and mixed designs to delve deeper into causal mechanisms and underlying processes.
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