Liderazgo y capital psicológico en la mejora del rendimiento de las escuelas amigas de la infancia para la práctica de actividades físicas infantiles
DOI:
https://doi.org/10.47197/retos.v61.109467Palabras clave:
liderazgo, capital psicológico, escuela amiga de la infancia, Gestión de actividades físicasResumen
Los estilos de liderazgo y el capital psicológico desempeñan un papel crucial en la mejora del rendimiento escolar. Integrar las oportunidades de liderazgo de los alumnos y las actividades físicas en los programas de las escuelas amigas de la infancia puede mejorar el rendimiento escolar general a través de diversos factores psicológicos. El objetivo de la investigación es conocer el efecto del liderazgo y el capital psicológico en la mejora del rendimiento de las escuelas amigas de la infancia para las actividades físicas de los niños. Esta investigación es cuantitativa descriptiva, con un número de participantes de 175 profesores seleccionados mediante la técnica de muestreo intencional. Las técnicas de recopilación de datos utilizan métodos de encuesta, mientras que los instrumentos de recopilación de datos utilizan cuestionarios elaborados a partir de varios estudios anteriores cuya validez se considera probada. El análisis de los datos utiliza la técnica SEM-PLS con la herramienta de análisis SmartPLS 4 para comprobar la relación predictiva entre cada constructo. Los resultados mostraron que el liderazgo transformacional influye significativamente en el rendimiento de las escuelas amigas de la infancia, con un valor p de 0,006 <0,05. El capital psicológico influye significativamente en el rendimiento, con un valor p de 0,039<0,05. El liderazgo estudiantil no modera la relación entre el capital psicológico y el rendimiento, con un valor de 0,199>0,05; el liderazgo transformacional, con un valor de 0,385>0,05; y la espiritualidad en el lugar de trabajo, con un valor de 0,848>0,05. Los resultados de este estudio proporcionan una comprensión más profunda de los factores que influyen en el rendimiento de las Escuelas Amigas de la Infancia, así como implicaciones prácticas para el desarrollo del liderazgo, la gestión de los recursos humanos y los programas de desarrollo del personal educativo dentro de las Escuelas Amigas de la Infancia.
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