Educational leadership and its relationship with teachers’ professional practice in an educational institution in Loja canton
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Abstract
Introduction. Educational leadership is a relevant component of institutional management due to its relationship with the conditions that favor teacher professional development. Objectives. The objective of this research was to analyze the relationship between educational leadership and professional teaching practice in an Educational Unit in the marginal urban sector of the Loja canton, Ecuador, during the 2025–2026 school year. Methodology. The study was developed under a quantitative, applied approach, with a descriptive-correlational scope, non-experimental design, and cross-sectional section. The population was made up of 12 teachers, who participated entirely through a census. The information was collected through a survey and a structured questionnaire of 20 items with a five-category Likert scale. The content validity of the instrument was determined by the judgment of three experts and Aiken's V coefficient, with an overall value of 0.86. Results. The descriptive analysis showed favorable evaluations in the dimensions studied; Communication reached the highest meaning in educational leadership (M = 4.38), while Pedagogical Planning presented the highest evaluation in professional teaching practice (M = 4.47). The correlational analysis using Spearman's Rho showed a positive, moderate, and statistically significant association between educational leadership and professional teaching practice (ρ = 0.589; p = 0.044). Likewise, strong associations were identified between Accompaniment to Teacher Professional Development and Teacher Professional Development (ρ = 0.785; p = 0.002), and between Pedagogical Leadership and Methodological Strategies (ρ = 0.755; p = 0.005). Conclusions. It is concluded that both variables present a statistically significant relationship in the context studied, although not causal, and that accompaniment of professional development constitutes a priority area for institutional strengthening. General Area of Study: Education. Specific area of study: Educational leadership and professional teaching practice. Type of study: Original articles.
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