Liderazgo transformacional y pensamiento estratégico en educación: modelo de mediación moderada
Transformational Leadership and Strategic Thinking in Education: A Moderated Mediation modelContenido principal del artículo
La gestión educativa actual requiere líderes que vayan más allá de las funciones administrativas hacia el pensamiento estratégico. Este estudio investiga un modelo de mediación moderada que evalúa cómo el liderazgo transformacional influye en el desempeño institucional a través del pensamiento estratégico, considerando la autonomía directiva como moderador. Se utilizó un diseño cuantitativo con 450 directores escolares peruanos, aplicando modelos de ecuaciones estructurales. Los resultados mostraron que el liderazgo transformacional se relaciona positivamente con el pensamiento estratégico (β = 0.62, p < 0.001) y el desempeño institucional. Además, el pensamiento estratégico media significativamente la relación entre ambos (β = 0.36, p < 0.001). La autonomía directiva refuerza esta mediación, incrementando el efecto indirecto en niveles altos de autonomía (β = 0.53 frente a β = 0.19). Los hallazgos sugieren que las políticas educativas deben integrar formación en liderazgo con una efectiva descentralización administrativa.
Contemporary educational management requires leaders who transcend administrative functions towards strategic thinking. This study investigates a moderated mediation model that examines how transformational leadership influences institutional performance through strategic thinking, considering directive autonomy as a moderating factor. A quantitative design was employed with 450 Peruvian school directors, using structural equation models. The results showed that transformational leadership is positively related to strategic thinking (β = 0.62, p < 0.001) and institutional performance. Additionally, strategic thinking significantly mediates the relationship between both (β = 0.36, p < 0.001). Directive autonomy strengthens this mediation, increasing the indirect effect at high levels of autonomy (β = 0.53 vs. β = 0.19). The findings suggest that educational policies should integrate leadership training with effective administrative decentralization.
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