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Leadership: analysis of professional
management performance in educational
institutions
Liderazgo: análisis del desempeño profesional directivo
en instituciones educativas
Kleber Quishpe-Mosquera
Unidad Educativa de Fuerzas Armadas Liceo Naval, Quito, Ecuador
klevidpc@hotmail.com
kleber.quishpe@educacion.gob.ec
https://orcid.org/0000-0002-3014-5898
Diana Cevallos-Benavides
Universidad Indoamérica Quito, Ecuador
Maestría en Educación mención Innovación y Liderazgo Educativo
dcevallos9@indoamerica.edu.ec
https://orcid.org/0000-0002-5924-5737
(Received on: 01/05/2023; Accepted on: 01/08/2023; Final version received on: 01/08/2024)
Suggested citation: Quishpe-Mosquera, K. Cevallos-Benavides, D. (2025). Leadership:
analysis of professional management performance in educational institutions in
educational institutions. Revista Cátedra, 8(1), 134-153.
Abstract
This research work is based on the study of the leadership style of four educational
institutions: fiscal, fiscal-commissioned, municipal and private, in which the auditing
processes by the Ministry of Education (MINEDUC) showed ineffective results in terms of
professional managerial performance. The objective of this study is to analyze the
relationship between educational leadership and the achievement of educational quality
standards of professional managerial performance. A mixed documentary and field
approach was used. For the collection of information, surveys addressed to managers and
teachers were used, validated by means of Cronbach's Alpha coefficient, and expert
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interviews were conducted. We worked with a probabilistic sample of 152 teachers from
the referred institutions, 12 managers and 2 experts in professional managerial
performance, officials of the Educational District 17D08-Los Chillos-Quito. It is highlighted
that managerial leadership styles: transformational, distributed, dialogic and sustainable,
present a very high significant relationship with the dimensions of managerial professional
performance, in the opinion of the experts, managers should strengthen their management
of the pedagogical leadership style. As the main conclusion, there is a high correlation
between the distributed and sustainable leadership styles and the pedagogical management
dimension, which allows identifying that it is necessary to strengthen managerial
competencies in these two leadership styles due to their importance in meeting educational
quality standards.
Keywords
Professional managerial performance, educational quality standards, educational
leadership.
Resumen
El presente trabajo de investigación se basa en el estudio del estilo de liderazgo de cuatro
instituciones educativas: fiscal, fiscomisional, municipal y particular, en las cuales los
procesos de auditoría por parte del Ministerio de Educación (MINEDUC) mostraron
resultados poco efectivos en cuanto al desempeño profesional directivo. Tiene como
objetivo analizar la relación del liderazgo educativo con la consecución de estándares de
calidad educativa de desempeño profesional directivo. Se utilizó un enfoque mixto,
documental y de campo. Para la recolección de la información se utilizaron encuestas
dirigidas a directivos y docentes, validado por medio de coeficiente de Alfa de Cronbach, y
se desarrollaron entrevistas a expertos. Se trabajó con una muestra probabilística de 152
docentes de las instituciones referidas, 12 directivos y 2 expertos en desempeño profesional
directivo, funcionarios del Distrito Educativo 17D08-Los Chillos-Quito. Se destaca que los
estilos de liderazgo directivo: transformacional, distribuido, dialógico y sostenible,
presentan una relación significativa muy alta con las dimensiones de desempeño
profesional directivo, en opinión de los expertos, los directivos deben fortalecer su gestión
del estilo de liderazgo pedagógico. Como principal conclusión se evidencia una alta
correlación entre los estilos de liderazgo distribuido y sostenible, con la dimensión de
gestión pedagógica, esto permite identificar que es necesario fortalecer las competencias
directivas en estos dos estilos de liderazgo por su importancia en el cumplimiento de
estándares de calidad educativa.
Palabras clave
Desempeño profesional directivo, estándares de calidad educativa, liderazgo educativo.
1. Introduction
The search for solutions to solve problems concerning strategic management and achieve
quality results of governments, companies, businesses, and institutions is very important to
diagnose and describe reality in an objective and impartial manner. Governments usually
turn to the external observation of specialized research institutions. McKinsey and
Company is considered one of the most recognized consulting firms, and its prestige in the
validity of its reports is supported by the human talent of its researchers, since it is known
for hiring the most brilliant individuals in the world. In 2007, this international consulting
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firm published a report on the research they conducted in the field of education, specifically
in the countries with the best educational excellence indexes. Subsequently, for the second
report they focused on the analysis of twenty educational systems with the highest scores
in their performance results. It is important to point out that this report presents eight
conclusions, among which the second one stands out, which refers to the fact that
“improving the performance of a system requires optimizing the way in which principals
lead and teachers teach” (Crisol, 2010, p. 178). In addition, the seventh and eighth
conclusions speak of leadership within the educational system, and address them from the
perspective of leadership change; and, of the continuity of leadership as an essential
element for the improvement of educational systems
The State executes the steering role of the national education system through the Ministry
of Education (MINEDUC); an institution through which citizens' rights are protected in
application of the Organic Law of Intercultural Education (LOEI, 2021) regarding the
competencies of the National Education Authority, Art. 22, literal a states that:
define standards and indicators of educational quality that will be used
for evaluations conducted by the National Institute for Educational
Evaluation. The standards will be of at least two types: curricular,
referring to student academic performance and aligned with the
mandatory national curriculum; professional, referring to the
performance of teachers and school management personnel (p. 31).
The General Regulations of the LOEI (R-LOEI, 2023) in Article 13 specifically establishes the
components that will be evaluated by the National Institute of Educational Evaluation
(INEVAL) whose assessment is “focused on the expected achievement descriptors,
measurable objectives and that in the case of the performance of education professionals:
they refer to the descriptions of what a competent educational professional should do” (p.
8) referring to the management of rectors, vice rectors, principals, assistant principals,
inspectors, sub-inspectors and teaching staff.
School leadership has become a priority topic of study and analysis for organizations that
generate educational policy worldwide, an example of which is the Organization for
Economic Co-operation and Development (OECD), 2009, an institution that provides a
documentary contribution of research developed in 22 educational systems whose reports
and case studies serve as support for this academic compilation. The OECD's work
addresses issues such as the concept of school leadership, its political priority in changing
environments and its reality. Autonomy, the distribution of functions, and the development
of skills for effective school leadership are topics that are developed from the perspective
of the education systems investigated (OECD, 2009, pp. 9-13). It concludes by stating that
“a recent body of literature on the effects of leadership provides additional evidence that
school leadership influences student learning” (p. 34).
The Center for the Study of Policies and Practices in Education (CEPPE), an educational
research center in Santiago, Chile, makes a reflection in which it describes school leadership
in the following terms: “The impact of this leadership is such that it has been suggested that
the principal is the second most influential internal school variable in student results, after
the teachers themselves” (CEPPE, 2009, p. 20). From this background it can be concluded
that the ability of management personnel to achieve a quality service is surpassed only by
classroom management, an activity that is closer to the teaching-learning process, and in
this sense, it is of utmost importance to analyze and study the intrinsic elements of the
management activities of educational centers, the application of the educational leadership
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style best suited to their context to reach the criterion of outstanding management
indicators in the professional performance of managers.
Thus, in the research, which is the result of a thesis, the research questions are: how do the
educational leadership styles influence the professional managerial performance; what
educational leadership styles are applied in the educational institutions investigated; what
are the results of professional managerial performance in the audits of the educational
institutions under study; what is the relationship between leadership style and professional
managerial performance; how can the results of professional managerial performance be
improved in terms of effective leadership styles; and how can the results of professional
managerial performance be improved in terms of effective leadership styles? The main
objective is to analyze the incidence of educational leadership on professional managerial
performance in four institutions of different types of support: fiscal, fiscal-commissioned,
private and municipal. And as specific objectives it has been proposed to determine the
leadership style applied by the managers of the educational institutions investigated and
the results of the educational audit in the professional managerial performance and to
identify the relationship of the leadership style with respect to the professional managerial
performance. Thus, it is understood the importance of promoting the application of
effective leadership styles that allow educational institutions to reach the educational
quality standards set by MINEDUC.
2. Literature review
2.1 Educational leadership
We define leadership as “the process of guiding the activities of the organization's personnel
in the appropriate directions that lead to the achievement of the objectives of the
administrative system” (Balda, 2015, p. 304). As can be seen, an attempt is made to direct
the conduct or behavior of other people towards the achievement of some objective or goal,
it is worth analyzing this influence should be towards appropriate directions,
understanding as such the positive influence, because as is known, within an organization
negative influence can also be exerted.
Another definition made by Fabara (2015) regarding leadership states that it is “the process
of directing the behavior of others towards the achievement of some goal. To direct in this
sense, means to make individuals act in a certain way or follow a particular course” (p. 26),
which is why the role of the manager as a factor of influence is important for the
achievement of educational goals, since his role as a leader has a direct effect on the goals
of the community.
2.1.1 Transformational leadership
The transformational leadership style is based on relationship theories, in which the
predominance of the authority-work team relationship is important. For Bolívar (2014)
is a leadership style that is developed by people who have a strong vision
and personality; for this reason they are able to convince the members of
the institution from within, with the inclusion of expectations and values,
maintaining constant and fluid communication with the members, in
order to achieve the objectives (p. 94).
For Barba et al. (2021) “transformational leadership comprises a management process in
which the transformation of the environment represents a fundamental aspect, which is
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possible through the action of the leader who inspires and motivates his followers” (p. 286).
The charismatic power of the leader is evidenced by the active participation of the team
members through continuous improvement. For Velásquez (2006):
transformational leadership is a style defined as a process of positive
change focused on the leader's followers, which focuses on transforming
and improving the competencies of employees by increasing the
motivation, morale and performance of their followers (p. 4).
2.1.2 Distributed leadership
Distributed leadership is associated with other concepts, such as “shared” leadership,
“collaborative” leadership, or “democratic” leadership, changing from an individualistic and
personal leadership approach to a collaborative and team approach. The leadership
exercised by the director and his work team seeks to change centralized management to
shared management, which is why the institutional goals beyond the execution of a leader
with messianic characteristics imply involving all members of the management and
teaching team.
A perspective that is not far from reality if one considers that, in effect, the director's
function is distributed among several people who perform specialized leadership functions,
such as deputy director, vice-principal, pedagogical coordinators, sub-level coordinators,
project and program coordinators, area head, the latter referred to in this way, by the
hierarchical tradition itself that has not completely disappeared from the Ecuadorian
educational system. As Ahumada et al. points out, (2018) “Distributed leadership does not
focus on the personal characteristics of the leader, but on the actions that are based on:
knowledge, skills and habits, which can be taught and learned by the members of the
organization” (p. 7).
2.1.3 Dialogic leadership
Dialogic leadership is defined as the process through which the leadership practice of all
members of the educational community is stimulated and opened: teachers, students,
parents, volunteers, and other members of the educational community, in harmony with
external actors from civil society, private companies, the state, the family, and academia.
This interrelation is called learning communities (LC), which is an innovative educational
model that shows the interactions between people through dialogue, as the key element
that makes it possible for learning to occur for all those involved (MINEDUC, 2019, p. 10).
This style bases its design on communication as the axis of agreements, clarifying that when
communication exists, it can be raised from the pretensions of power, of authoritarianism,
that is, through the imposition of ideas, in the words of Choque (2015)
From the perspective of those who communicate from the presumption
of "their" power, whether based on knowledge, social status, seniority,
place of work, or hierarchical position held, the dialogic method, as the
basis of its operation, can be used with claims of validity (p. 22).
This means validating the best argument to reach consensus as a result of equal
opportunities in environments of trust. Horizontal, lateral communication that can occur
between managers, colleagues in the same department or workers at different hierarchical
levels.
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2.1.4 Sustainable Leadership
When we talk about the term sustainable leadership, we can also refer to sustainable
leadership, which within the educational aspect refers to academic approaches that allow
us to promote more globalized ways of dealing with current problems. Currently, there is
little research on this type of leadership in the educational field. Sustainability for Catón-
Mayo et al (2021)
It is handled in different environments, particularly in ecology and
economics, and defines it as something that can be maintained for a long
time without exhausting resources or causing serious damage to the
environment. Sustainability has also been understood as the action of
satisfying the needs of present generations without compromising the
possibilities of future generations to meet their own needs (p. 80).
A sustainable leadership approach refers to “the balanced integration of the economic,
environmental and social spheres; that is, a direct relationship must be established between
the productive aspects, the environmental impact of management, framed in the social
context in which they operate” (De Mello, 2015, p. 210). This concept first arises in
productive organizations, some of which develop negative environmental impacts during
the management of their activities, as they focused their interests on the productive aspect,
ignoring other equally important aspects.
2.2 Professional management performance standards
In constitutional application, the State exercises the leadership of the national education
system, through the formulation of policies that regulate and control educational activities,
as well as the operation of the entities of the system. Through Ministerial Agreement 0482-
12 of November 28, 2012, educational standards are issued. The educational quality
standards "are parameters of expected achievements, their objective is to guide, support
and monitor the action of the groups of actors that make up the National Education System
for its continuous improvement. They are distributed in: learning standards, school
management, professional performance" (MINEDUC, 2017, p. 13).
According to the MINEDUC, two types of general professional performance standards have
been created to date: for teachers and for managers. The management performance
standards are descriptions of what a competent director or principal should do; that is, the
activities that are developed during their management and application of leadership that
are positively correlated with the good performance of teachers, the good management of
the school, and the learning achievements of students (MINEDUC, 2011, p. 6). The main
purpose of the standards is to guide, support and monitor the action of the actors of the
educational system towards its continuous improvement, for this purpose the traffic light
system is used to evaluate the fulfillment of the quality indicators. The administrative
management standards refer to the administrative activities that are implemented in the
educational institution to organize and coordinate in a systematic way the activities
directed to the institutional organization, professional development, information,
communication, administration of complementary services and infrastructure, equipment
and teaching resources.
Regarding the institutional organization, it contemplates the elements that dynamize the
functioning of the educational institution from the normative, procedural, administrative
and academic aspects, strategic planning and professional development. Professional
development “includes activities aimed at updating knowledge and improving the
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processes of professionals in the educational institution and recognizing their merits in
favor of the institution” (MINEDUC, 2017, p. 14).
Regarding the pedagogical management standards, it refers to the specific leadership
function towards the activity of the educational center and whose application exerts a
greater influence on teaching and learning. They are standards with a pedagogical focus and
“refer to the aspects necessary for the planning and execution of actions that allow carrying
out pedagogical practices, their execution, evaluation and reinforcement, as well as
ensuring and attending to the biopsychosocial development of the student body”
(MINEDUC, 2017, p. 14). The standards of coexistence and school participation refer to the
aspects that guide the relationship of the people who make up the educational institution:
directors, teachers, students, and parents. “It is based on principles and values that foster
an adequate organizational climate through the collaborative work of its members and the
connection with the community in the development of mutually beneficial projects”
(MINEDUC, 2017, p. 14).
In addition, they group the activities that allow the organization and coexistence between
the different people who make up the educational community in order to promote and
achieve the exercise of their citizenship and the peaceful resolution of conflicts. It also refers
to strategic alliances for cooperation for development, which integrates the educational
establishment with public and private institutions in the sector; as well as the development
of community outreach programs (MINEDUC, 2017, p. 15).
The last of the professional performance standards for managers refers to school safety,
which indicates the aspects necessary to prevent and mitigate the risks of people who make
up the educational community in the face of natural and anthropogenic events. Through risk
management and protection, daily practices aimed at ensuring the comprehensive safety of
people who make up the educational community are analyzed. In addition, attention and
referral of cases of rights violations within the educational space is contemplated
(MINEDUC, 2017, p. 14).
3. Methods and materials
For the development of this research, a mixed approach was used, grouping the qualitative
and quantitative approach, in the words of Hernández-Sampieri et al. (2014) this type of
research "involves a set of processes of collection, analysis and linking of quantitative and
qualitative data in the same study" (p. 565). It presents a quantitative approach, since
pertinent instruments were used for the collection of numerical data that allowed the
management of these and their analysis through statistics; it also has a qualitative approach
because the data collection was carried out through interviews, which were subjected to a
critical analysis.
As described in the mixed approach "the researcher uses (...) instruments such as
interviews, surveys to find out everyone's opinions on the topic under discussion, facts and
others are reconstructed, in addition, these surveys can be valued through measurable
scales and numerical evaluations are made of them" (Cabezas et al., 2018, p. 67). It should
be noted that mixed methods are developed through systematic, empirical and critical
research processes, and that after data collection and analysis, integration and joint
discussion are sought to make inferences (Hernández et al., 2014, p. 567). For the research,
two surveys were applied, the first directed to institutional authorities and the second, as a
contrast, to teachers at educational establishments. The surveys were designed with closed
questions and a Likert scale with three weights was used: agree, partially agree; and
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disagree; in this regard, it can be indicated that it is a method developed by Rensis Likert,
and consists of "a set of items presented in the form of statements, to which the reaction of
the participants is requested" (Hernández et al., 2014, p. 238) in this case managers and
teachers. To determine reliability, Cronbach's Alpha was applied. This procedure was
developed by J. L. Cronbach and measures the consistency or internal reliability of the test-
type data collection instrument, which produces values ranging between zero and one. Its
advantage lies in the fact that it is not necessary to divide the items of the instrument into
two halves; the measurement is simply applied and the coefficient is calculated (Hernández
et al., 2014, p. 295). The validation of the surveys for managers obtained a coefficient of
0.885 and for the instrument for teachers of 0.931. The surveys were designed in Google
forms, and the links were shared with the study population, from which a database of
responses was obtained, which would later be analyzed using the SPSS (Statistical Package
for the Social Sciences) computer tool, allowing the following reliability results to be
obtained.
3.1 Description of the sample and the context of the research
The data were obtained from four Educational Units with different levels of support: fiscal,
fiscomisional, private and municipal, with the participation of principals, vice-principals,
general inspectors and teachers, who served as primary source. To determine the 152
teachers, "a probabilistic sampling was applied, which refers to the taking of a part of the
population using random selection, allowing each member of the population to have the
same opportunities to be selected" (Hernández et al., 2014, pp. 298). Regarding the
directors, the instruments were applied to 3 authorities per type of institution and the
interview was applied to 2 District experts. The participating educational institutions were:
“Comandante César Endara Peñaherrera” Armed Forces Educational Unit, as a
Fiscomisional campus, “Las Américas del Valle” Educational Unit, a privately supported
campus, “Julio Moreno” Educational Unit as a municipally supported institution, and
“Atahualpa” Educational Unit as a fiscal institution, all institutions belong to the Educational
District D08-Los Chillos.
4. Results
4.1 Research conducted on managers
The survey assessed the perception of managers on the independent variable which is:
leadership styles of the manager and includes the four dimensions; 3 questions for the
transformational dimension; 3 questions for the distributed dimension; 3 questions for the
dialogical dimension and 3 questions for the sustainable dimension. The first three
questions are common to all leadership styles. For each question there are three response
options with a weight of two points if you agree, one point if you partially agree and zero
points if you disagree.
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Figure 1. Leadership styles applied according to managers
Regression statistics
Correlation coefficient 0.748
Bilateral significance 0.005
Observations 12
Table 1. Pearson correlation results of the instrument for managers.
On the other hand, the survey assessed the perception of teachers on the independent
variable which is: leadership styles of the manager and includes the four dimensions; 3
questions for the transformational dimension; 3 questions for the distributed dimension; 3
questions for the dialogical dimension and 3 questions for the sustainable dimension.
Figure 2. Applied leadership styles according to teachers
Regression statistics
Correlation coefficient 0.794
Bilateral significance <0.001
Observations 152
Table 2. Pearson correlation results of the instrument to teachers
Finally, correlations were obtained between leadership and professional management
performance standards, which showed the perception of the leadership style from the
perspective of the teacher and the manager.
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Figura 3. Estilos de liderazgo aplicado. Perspectiva del directivo y del docente
Regarding the results of the interviews, the following triangulation shows the position of
the experts, as well as their analysis. Important results include the relationship between the
educational institutions that have better audit results and their environment, which is
shown below:
Expert Answer 2
Analysis and
interpretation
“Currently, all institutions
are at their level, fulfilling
their objectives, fulfilling
their mission, their
vision.
If we see that there are
institutions that are
better, we as managers
should try to help each
other to be able to solve
the difference.
The difference, I think, is
the person at the top: the
leader.
The person at the top is
the one who has to guide
the educational
institution. If an
educational institution
has a good manager, a
good leader, the
institution will be able to
move forward and, on the
contrary, if the
educational institution
has a negative leader, an
arrogant leader, a leader
who does not talk to its
teachers, this institution
Nowadays, it can be seen
that there are institutions
that group together and
strategically relate to each
other in the fiscal system. As
for private institutions,
some networks of private
educational institutions
have been formed where
this exchange of
observations exists.
For this relationship to exist,
the leader or the person
who is in charge must guide
the educational institution.
If an educational institution
has a good manager, it is
easier for it to get involved
with other educational
establishments to seek
improvements in its audit
processes and results.
Although collaborative
networks allow the
exchange of learning
experiences, the first audit
must be individual, that is,
each institution must do it
internally.
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will not meet the quality
standards and will
continue to improve its
quality.”
Table 3. Expert interviews. How do the schools with the best audit results relate to public or private
institutions in the area?
It is important to highlight that the leadership style is directly related to the dimensions of
professional managerial performance. With this background, the question arises as to what
type of educational leader Ecuador needs:
Expert Answer 1
Expert Answer 2
Analysis and
interpretation
A leader who does not just
stay in the basics, who is
not “reactive”, but
proactive. That he
proposes.
Reactive, that is to say, to
say, such and such a thing
happened, now I have just
reacted to look for the
solution; I was audited so
I am going to see what I
can do to overcome that
audit, no; it has to be
clearly 'proactive' to
propose actions that allow
me to go beyond the
fulfillment of those
standards curricular
knowledge, as I said
before, if I as a leader do
not know what is a
prescriptive curriculum
established by the
Ministry of Education,
what is the orientation
that the Ministry of
Education wants to
achieve and what else I
have to collaborate, if I
only remain reactive that
leader is condemned to
organizational failure.”
“Well, you need a leader
who promotes work, who
promotes collaboration
among the entire work
team of an institution, a
leader who transmits his
ideas with clarity, who is
receptive to what other
people ask him, to what
other people want to
support. A leader who is
concerned about the
human factor, who has the
capacity to interact with
his people.
A leader who is not a
leader at the top and who
is the one who commands
and punishes, but a leader
who is constantly
motivating his community,
fulfilling or listening to
their objectives, listening
to their ideas, who knows
how to discern what is best
for the institution to move
forward, that is, a leader
who is a human being
rather than a person who is
only dedicated to work.”
Ecuador needs educational
leaders who do not stay only
in the basics, who are not
reactive, but who are
proactive, who propose
solutions before the
problems become bigger or
even develop their
management before the
problems appear.
It needs leaders who
promote collaborative work
among the entire team of the
institution, a leader who
transmits his ideas clearly,
who are receptive to what
other people can contribute.
Leaders who efficiently
manage the educational legal
framework, who comply and
enforce the regulations, who
manage the pedagogical
aspects with fluency so that
they can perform the
necessary accompaniments.
A leader who is concerned
about the human factor, who
has the capacity to interact
with his collaborators.
Table 4. Expert interviews. What kind of “educational leader” does Ecuador need?
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Finally, and linked to the previous question, it is suggested that the implementation of
certain characteristics of the most effective leadership styles is essential to achieve the best
audit results. In this regard, the experts stated the following:
Expert Answer 1
Expert Answer 2
Analysis and
interpretation
“He would be
characterized by being a
human being, a human
being with an awareness
of where he is, with an
awareness of knowing his
country, and wanting to
contribute to that
country. To leave his
Ecuador in better
conditions than it is
currently in.
In addition to that, he
must have a broad
knowledge of legal
regulations, in the
legislative field. Because a
leader who does not
know the legal issue will
obviously get tangled up
or make some mistakes.
Currently, legal
regulations have evolved
so much and educational
institutions are falling
behind. That is the result
of many teachers
committing acts because
it is due to ignorance and
the same directors
commit acts due to
ignorance of the legal
norm.
He must know the
pedagogical field,
obviously, because if he
does not know the
pedagogical field, how can
he perform, how can he
“The director must be
characterized by having
an agility in making
decisions, must be
versatile in order to
change, to not close
himself off in what he
says, but to be able to
listen to others, he must
be receptive, so I think
that one of the main
problems that the
director faces is that
many times the teachers
are against the decisions
of the director, they do
not want the school to
grow or they do not
want to help the school
to get ahead, Another of
the biggest problems
also in the institutions is
often the lack of support
from senior managers,
so many times we as
middle managers, let's
say we request
something or propose
something but we do
not have the support of
the higher authorities,
finally another of the
problems that as
directors we also face in
many cases are the
parents, which is
another part of the
educational
community”.
Rather than specifying
what currently
characterizes managers,
it would be more efficient
to focus on what should
characterize educational
leaders. Among the
characteristics that the
Ecuadorian manager
should have is his human
value, with an awareness
of knowing about his
context, with an
awareness of knowing, of
knowing his country, and
of wanting to contribute
to that country.
He must be agile in
making decisions, be
versatile in order to be
able to change, be
receptive. He must know
the pedagogical field,
obviously, because if he
does not know the
pedagogical field, how
can he perform, how can
he guide his fellow
teachers.
And above all, he must
have the desire to leave
our Ecuador in better
conditions than it is
currently in..
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guide his fellow
teachers?”.
Table 5. Interviews with experts. What characterizes a quality manager/authority in the Ecuadorian
educational system?
5. Discussion of the results
Ítems
Pearson
correlation
Generation of
accountability
spaces
Optimal use of
infrastructure
in relation to
learning
objectives
Evaluation of the
provision of
complementary
services
PCA, PCI and
PUD
Feedback
Institutional
assessment
and learning
achievement
?
Feedback
with
organizations
and
institutions
Management
focused on
institutional vision,
objectives or goals
Correlatio
n
.577
*
-.577
*
-.577
*
.577
*
.577
*
1,000
**
Sig.
(bilateral)
0.049
0.049
0.049
0.049
0.049
0,000
Professional
attitudes as a
motivational example
Correlatio
n
.577
*
-.577
*
-.577
*
.577
*
.577
*
0,000
Sig.
(bilateral)
0.049
0.049
0.049
0.049
0.049
1,000
Encouraging teacher
performance
Correlació
n
.577
*
-.577
*
-.577
*
.577
*
.577
*
0,000
Sig.
(bilateral)
0.049
0.049
0.049
0.049
0.049
1,000
How to cope with
institutional
problems
Correlatio
n
1.000
**
-0.333
-0.333
1.000
**
1.000
**
,577
*
Sig.
(bilateral)
0.000
0.290
0.290
0.000
0.000
0,049
Managerial support
and charisma
Correlatio
n
.577
*
-.577
*
-.577
*
.577
*
.577
*
1,000
**
Sig.
(bilateral)
0.049
0.049
0.049
0.049
0.049
0,000
Intellect as a
strength for
institutional
management
Correlatio
n
.577
*
-.577
*
-.577
*
.577
*
.577
*
1,000
**
Sig.
(bilateral)
0.049
0.049
0.049
0.049
0.049
0,000
Generation of new
leaders
Correlatio
n
1.000
**
-0.333
-0.333
1.000
**
1.000
**
,577
*
Sig.
(bilateral)
0.000
0.290
0.290
0.000
0.000
0,049
Development of
professionalization
activities
Correlació
n
1.000
**
-0.333
-0.333
1.000
**
1.000
**
,577
*
Sig.
(bilateral)
0.000
0.290
0.290
0.000
0.000
0,049
Delegation of
responsibilities
Correlatio
n
0.333
-1.000
**
-1.000
**
0.333
0.333
,577
*
Sig.
(bilateral)
0.290
0.000
0.000
0.290
0.290
0,049
Agreements with
internal agents
Correlatio
n
.577
*
.577
*
.577
*
.577
*
.577
*
0,000
Sig.
(bilateral)
0.049
0.049
0.049
0.049
0.049
1,000
Agreements with
external agents
Correlació
n
1.000
**
-0.333
-0.333
1.000
**
1.000
**
,577
*
Sig.
(bilateral)
0.000
0.290
0.290
0.000
0.000
0,049
Parental
involvement
Correlatio
n
.577
*
-.577
*
-.577
*
.577
*
.577
*
1,000
**
Sig.
(bilateral)
0.049
0.049
0.049
0.049
0.049
0,000
Table 6. Matrix of correlations of managerial results
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MANAGER
TEACHER
FISCAL
GA
GP
CPC
SE
FISCAL
GA
GP
CPC
SE
Transformational
1
2
1
0
Transformational
1
0
0
0
Distributed
1
3
1
1
Distributed
2
2
2
0
Dialogic
1
2
1
0
Dialogic
1
1
1
0
Sustainable
2
5
2
1
Sustainable
0
2
0
0
5
12
5
2
4
5
3
0
FISCOMISIONAL
GA
GP
CPC
SE
FISCOMISIONAL
GA
GP
CPC
SE
Transformational
0
0
0
0
Transformational
1
1
0
0
Distributed
1
1
0
1
Distributed
4
7
2
0
Dialogic
0
0
0
0
Dialogic
2
3
2
0
Sustainable
2
2
1
1
Sustainable
1
3
1
1
3
3
1
2
8
14
5
1
MUNICIPAL
GA
GP
CPC
SE
MUNICIPAL
GA
GP
CPC
SE
Transformational
1
3
1
1
Transformational
1
0
0
0
Distributed
1
3
1
1
Distributed
3
2
1
0
Dialogic
1
3
1
1
Dialogic
0
1
1
0
Sustainable
1
2
1
1
Sustainable
0
0
0
0
4
11
4
4
4
3
2
0
PRIVATE
GA
GP
CPC
SE
PRIVATE
GA
GP
CPC
SE
Transformational
0
0
0
0
Transformational
0
0
0
0
Distributed
0
0
0
0
Distributed
0
0
0
0
Dialogic
0
0
0
0
Dialogic
0
0
0
0
Sustainable
0
0
0
0
Sustainable
0
0
0
0
0
0
0
0
0
0
0
0
Table 7. Comparative table of the number of correlations per respondent and type of support of the
educational institution.
From the instruments applied to the fiscal institution, the distributed leadership style (The
authority treats the members of the educational institution as potential leaders, develops
professionalization activities for the generation of new leaders, and delegates
responsibilities to the members of the team in order to effectively achieve the objectives;
and delegates responsibilities to team members to effectively achieve objectives) with the
dimensions of Administrative Management (The authority periodically evaluates the
Institutional Educational Project (PEI) to detect options for improvement, maintains a
system for monitoring the achievements of the institution's personnel), Pedagogical
Management (Readjusts the pedagogical support and accompaniment plan based on the
results of its follow-up, Readjusts the pedagogical support and accompaniment plan based
on the results of its follow-up) and the dimension of Coexistence, Participation and
Cooperation (The manager generates feedback spaces with actors of the educational
community based on the accountability of authorities and institutional bodies). The highest
number of correlations are shown, with a total of five, between the different leadership
styles with the dimension of Pedagogical Management.
As a reflexive analysis, it can be assured that the data from the institution of fiscal support
present a greater number of correlations in comparison with the other institutions of
different support. The dimension that shows the highest correlation is Pedagogical
Management, which is consistent with what is described in the McKinsey Report (2007),
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which states that “to improve the performance of an educational system, it is necessary to
improve the learning experience of students, thus emphasizing the pedagogical approach
that educational institutions must comply with” (p. 18). This approach is ratified when the
study refers to one of the interventions common to all levels of improvement performance,
indicating that the best results depend on the teaching capacity of teachers and the
management of schools by school administrators.
It is important to mention that the leadership style that shows the least correlation with the
dimensions of professional managerial performance is transformational leadership, despite
being the leadership style promoted by MINEDUC, a possible reason for this is the great
individual contribution of the leader in the management of the center, since the so-called
transformation is almost exclusively the responsibility of the leader. It can be seen that the
sustainable leadership style presents the highest number of correlations, which is due to
the fact that the Sustainable Development Goals are being taken into consideration by the
leaders, perhaps not to the extent that they should be, nor with the required effectiveness,
mainly in terms of linking them to the local economy.
Figure 4. Predominance of correlations Fiscal-Commission Institution
FISCAL
GA
GP
CPC
SE
FISCOMISIONAL
GA
GP
CPC
SE
Transformational
2
2
1
0
Transformational
1
1
0
0
Distributed
3
5
3
1
Distributed
5
8
2
1
Dialogic
2
3
2
0
Dialogic
2
3
2
0
Sustainable
2
7
2
1
Sustainable
3
5
2
2
9
17
8
2
11
17
6
3
Table 8. Summary of correlation between fiscal and fiscal-commissioning institutions
In the data from the fiscal institution contrasted with the data from the fiscal institution, it
can be seen that the dimensions of Administrative Management and Pedagogical
Management have the same number of correlations, which indicates that, from the leader's
perspective, administrative activities have the same importance as pedagogical activities.
This contrasts with the results of the teachers, since the results show a higher correlation
with the Pedagogical Management dimension. It should be noted that the Fiscomisonal
educational institution has a military orientation, which, in addition to the guidelines of the
National Educational Authority, must comply with the guidelines of the Directorate of
Education and Doctrine, which regulates many of the administrative, economic and
pedagogical issues; and whose approach is reflected in this equity of importance in these
two dimensions.
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It can be seen that the transformational leadership style and the dialogic leadership style do
not present correlations, this as a result of the military philosophy, in which the educational
leaders of the army carry out instructions in a vertical manner leaving little space for
deliberation and dialogue. The leadership style with the highest correlations is sustainable
leadership, which directly involves community factors; this is also the result of the social
and communicative support approach that the Armed Forces integrate into their principles
of inclusion and participation.
Figure 5. Predominance of correlations Municipal Institution
MUNICIPAL
GA
GP
CPC
SE
FISCAL
GA
GP
CPC
SE
Transformational
2
3
1
1
Transformational
2
2
1
0
Distributed
4
5
2
1
Distributed
3
5
3
1
Dialogic
1
4
2
1
Dialogic
2
3
2
0
Sustainable
1
2
1
1
Sustainable
2
7
2
1
8
14
6
4
9
17
8
2
Table 9. Summary of correlation between municipal and fiscal institutions
The correlation results of the Municipal Institution are almost similar to the results of the
fiscal institution, where a high number of correlations can be observed, mainly in the
dimension of Pedagogical Management. It is worth mentioning that since years ago,
Municipal educational institutions have distanced themselves in several administrative and
pedagogical aspects from the proposals proposed by MINEDUC. This has allowed municipal
institutions to have a high level of acceptance by the public, which is not reflected in the
audit results, since their evaluations are not so favorable. The high level of correlation is
evident when depending on the Municipal educational bodies in administrative and
pedagogical issues.
There is no defined leadership style that presents higher correlations, the Dialogic and
Sustainable styles are presented without being numerically very high, as similar. The
participatory approach that is sought in this type of establishments can be seen here,
especially in aspects such as feedback to teachers on planning issues and the relationship
with the National Curriculum, as well as the processes of improvement of the institutional
evaluation process, based on the participation of educational agents.
Finally, regarding the analysis of correlations in the particular institution, there are no
significant correlations, as shown in Table 7 regarding the comparative table of the number
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of correlations per respondent and type of support of the educational institution, this may
be due to the monopolization of activities generated by the leaders, to the disconnection
between leadership styles and the dimensions of professional managerial performance, or
to the lack of definition of a particular leadership style within the institutional management..
6. Conclusions
The leadership applied in the institutions from the perception of the managers themselves
is very positive, since they rate themselves with high scores in the items related to the
leadership style, an appreciation that is not shared from the teacher's perspective in
indicators of: local economic impact, promotion of activities for local economic
development, professionalization activities for the generation of new leaders; and, stimulus
to the performance of the team members to increase their performance. The
Transformational and Distributed leadership style prevails over the Dialogic and
Sustainable styles. The application of characteristics of the Transformational leadership
style with strong elements of Distributed leadership is evidenced in two of the Fiscal and
Municipal institutions investigated, mainly in administrative elements such as motivation
to achieve institutional objectives through the mission and vision. As for the Fiscomisional
institution, there is a strong correlation with the Distributed leadership style in the
administrative and pedagogical management dimensions. As for the leadership style of the
particular institution, the presence of the transformational leadership style is exclusively
appreciated together with the presence of common elements of all the leadership styles, due
to the strong dependence on the presence of the leader for educational management. The
sustainable leadership style is the least used.
It was possible to identify a very strong significant relationship between the Leadership
Styles Variable (transformational, distributed, dialogic, sustainable), and the Professional
managerial performance Variable (dimensions of administrative management, pedagogical
management, coexistence, participation and cooperation; and, school safety) this through
Pearson's r correlation analysis that presented a value of 0.794, with a 99% of confidence
being a “considerable positive correlation”. The directive management is based on the
ministerial guidelines for the fulfillment of educational quality standards of the directive
professional performance, however, they do not favor in their totality to reach the levels of
optimal, nor outstanding, in the semaforización of the audits, since the majority of directors
centralize their activities in administrative aspects, of fulfillment of documentation such as:
operating agreements, institutional educational project, coexistence code, and risk
management plans; and, relegates to the background the pedagogical aspects of
accompaniment, feedback, planning and evaluation of learning achievements, which are
more directly related to students and teachers, and which have a higher weighting in the
audit processes.
There is a high correlation between the Distributed and Sustainable leadership styles and
the Pedagogical Management dimension, which allows identifying that it is necessary to
strengthen managerial competencies in these two leadership styles due to their importance
in the compliance with educational quality standards. Another aspect to take into
consideration is the contribution of the experts who point out the pedagogical aspect as a
strong component of the managerial management, in this sense the manager requires solid
competencies in these styles and areas, for this purpose it is important to design a workshop
of theoretical and practical improvement for managers with the theme: Effective
educational leadership styles to raise the results of the standards of professional managerial
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performance in which the managers of the investigated establishments participate in an
active way.
The Distributed and Sustainable leadership styles are the ones with the highest correlation
results and it is important that they should be incorporated into the praxis of the
institutional authorities, on the one hand, the impulse to potential leaders to allow them to
assume proactive positions for the benefit of the school, while the Sustainable Development
Goals should be mainstreamed in the institutional activities, in the mission, vision and
objectives of their pedagogical proposals. In order to generate an efficient educational
leadership on the part of the directors, it is necessary that those who assume this guiding
task know the characteristics of the different leadership styles, their advantages and
limitations; that they develop naturally in the application of them, under the circumstances
of the management exercise. The transformational and distributed styles, which are the
most used, must be enriched by a strong component of dialogic leadership, which is
evidenced in the relationship of the educational establishment with its community context.
In order to obtain efficient results in the standards of professional managerial performance,
as well as in the rest of the standards, it is necessary for managers to plan a structured
schedule of activities in which all the standards are addressed, prioritizing those in which
the educational institutions investigated have obtained low scores. The dimensions of
Administrative Management, Pedagogical Management, School Coexistence, Participation
and Cooperation, and School Safety, together with the components of institutional
organization, professional development, communication, infrastructure, teaching-learning,
academic reinforcement, student counseling, coexistence, and risk management, should be
managed by the authorities on a regular basis and evaluated periodically by an internal
audit team.
Acknowledgments
To Dr. Ricardo Ávila Pinzón and Dr. María Fernanda Sánchez, for their collaboration and
experience as educational leaders. To the authorities and teachers of the institutions that
provided the necessary facilities for this research..
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Authors
KLEBER QUISHPE-MOSQUERA received his Master's degree in Education. Mention in
Innovation and Educational Leadership from Universidad Indoamérica, Quito, Ecuador, in
2022. He obtained his Bachelor's degree in Education Sciences, mention in Computer
Science from Universidad Central del Ecuador, Quito, Ecuador in 2004. Law degree from the
courts of the Republic of Ecuador, Universidad Indoamérica 2024.
Teacher of the Educational Unit of the Armed Forces Commander “César Endara
Peñaherrera” Liceo Naval Quito, Pedagogical Advisor of the Educational Unit “Las Américas
del Valle”. His research topics focus on: educational leadership and active teaching-learning
methodologies.
DIANA CEVALLOS-BENAVIDES obtained her Master's degree in Educational Management
and Leadership, from the Universidad Técnica Particular de Loja, Ecuador, in 2014. She
obtained her Bachelor's Degree in Educational Sciences, from Universidad Particular de
Especialidades Espíritu Santo, Ecuador in 2024. Degree in Foreign Trade and Integration
Engineering from Universidad Tecnológica Equinoccial in 2011.
Statement of Authorship-CRediT
KLEBER QUISHPE-MOSQUERA: state of the art, related concepts, methodology, validation,
data analysis, writing.
DIANA CEVALLOS-BENAVIDES: state of the art, related concepts, data analysis, validation,
data analysis, conclusions, final review.