Análisis de las variables de liderazgo docente, inteligencia emocional y clima de aula en la enseñanza reglada peninsular y extrapeninsular

Abstract

The varied and increasingly complex demands that society poses to the exercise of the teaching function make it necessary for teachers to count on their performance of the competencies that determine transformational and non-static leadership, which allow them to promote learning in their students, inducing educational change and innovation, and appeal to the members of the educational process to form an educational community that empowers the stability and solidity of the visions, motivations, strategies and commitments of its members. In this context, a strong educational and pedagogical direction is essential, with key competences to perform all its functions, especially the pedagogical ones from the teaching leadership and the emotional intelligence. It is necessary a direction that acts as a driver of change and school improvement inside and outside the classroom, committing and holding the entire educational community accountable for this common goal.