Transformational leadership in digital environment management: a path toward pedagogical innovation and educational entrepreneurship at the Nuestra Señora de Pompeya Educational Unit
DOI:
https://doi.org/10.70577/asce.v4i4.543Keywords:
Transformational Leadership; Pedagogical Innovation; Educational Technology; Educational Management; Teacher Professional Development; Vulnerable Contexts.Abstract
The effective integration of information and communication technologies in educational institutions operating under structural constraints has been a persistent challenge in Latin America. The Nuestra Señora de Pompeya Educational Unit, characterized by limited infrastructure and teacher resistance to change, represented a relevant case for examining the role of transformational leadership in the management of digital environments and its influence on pedagogical innovation. The research was conducted using a mixed, non-experimental, cross-sectional, and descriptive correlational methodological approach.
In this study, a validated questionnaire (α = 0.915) was applied to a probabilistic sample of 71 educators, and semi-structured interviews were conducted with the most relevant institutional actors. The results indicated a significant correlation with a high degree of relationship between transformational leadership and pedagogical innovation (r = 0.885, p = 0.000). Additionally, 92.9% of participants affirmed the existence of a positive organizational environment. However, a considerable gap was observed in pedagogical training, with 20% dissatisfaction and gaps in institutional discrepancy and the preparation of theory for practice.
This finding confirms that transformational leadership has a direct positive impact on pedagogical innovation, as anticipated in the objectives of this study.
It was determined that, although transformational leadership would contribute as a driver of innovation, sustainability processes would require the complementarity of a strategic professional development plan that enhances training in pedagogical and digital skills beyond the provision of technological infrastructure.
Downloads
References
Azorín, C., & Muijs, D. (2021). Sustaining school leadership in challenging contexts: A systematic review. Educational Management Administration & Leadership, 49(3), 466–487. https://doi.org/10.1177/1741143220919769
Bao, X., Qu, H., Zhang, R., & Hogan, T. (2022). Transformational leadership and teacher innovation: A meta-analytic review. Teaching and Teacher Education, 113, 103678. https://doi.org/10.1016/j.tate.2022.103678
Banco Interamericano de Desarrollo. (2022). Tecnología educativa en América Latina y el Caribe: avances, brechas y oportunidades. https://publications.iadb.org
Bolívar, A., López, J., & Murillo, F. J. (2020). Liderazgo pedagógico y liderazgo para el aprendizaje: avance del conocimiento en Iberoamérica. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 18(2), 5–27. https://doi.org/10.15366/reice2020.18.2.001
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3.ª ed.). SAGE Publications.
García-Huerta, D., Zamora, M., & Hernández-Castilla, R. (2023). Leadership for digital innovation in vulnerable schools: A multi-case study. Computers & Education, 197, 104739. https://doi.org/10.1016/j.compedu.2023.104739
Hernández, R., & Mendoza, C. P. (2020). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. McGraw-Hill.
Murillo, F. J., & Hernández-Castilla, R. (2021). Liderazgo escolar y mejora educativa: evidencias actuales. Profesorado. Revista de Currículum y Formación del Profesorado, 25(1), 23–41. https://doi.org/10.30827/profesorado.v25i1.15061
Quiñones, M., & Espíritu-Alvarez, E. (2023). Educational leadership in vulnerable communities: A regional review. International Journal of Educational Research, 121, 102210. https://doi.org/10.1016/j.ijer.2023.102210
Valverde-Berrocoso, J., Delgado, M., & Garrido, A. (2020). COVID-19 and digital education: A review of the challenges of digital transformation. Education in the Knowledge Society, 21, 12. https://doi.org/10.14201/eks.23013
Weinstein, J., & Muñoz, G. (2022). Transformational leadership and teacher innovation in Latin American schools. School Leadership & Management, 42(1), 34–50. https://doi.org/10.1080/13632434.2021.1891329
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 José Wilber Valla Romero, Egidio Yobanny Salgado Chévez
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Eres libre de:
- Compartir : copiar y redistribuir el material en cualquier medio o formato
- Adaptar : remezclar, transformar y desarrollar el material
- El licenciante no puede revocar estas libertades siempre y cuando usted cumpla con los términos de la licencia.
En los siguientes términos:
- Atribución : Debe otorgar el crédito correspondiente , proporcionar un enlace a la licencia e indicar si se realizaron cambios . Puede hacerlo de cualquier manera razonable, pero no de ninguna manera que sugiera que el licenciante lo respalda a usted o a su uso.
- No comercial : no puede utilizar el material con fines comerciales .
- CompartirIgual — Si remezcla, transforma o construye sobre el material, debe distribuir sus contribuciones bajo la misma licencia que el original.
- Sin restricciones adicionales : no puede aplicar términos legales ni medidas tecnológicas que restrinjan legalmente a otros hacer algo que la licencia permite.
