Indicators of soft skills of transformational leadership in the constructive resolution of conflicts among school teachers in Ecuador

Abstract

The research focused on analyzing constructive conflict resolution and the soft skills of transformational leadership in the educational field, with the aim of understanding the relationship between communication effectiveness, empathy, emotional management and other skills in strengthening a collaborative environment between teachers and leaders. To do so, a survey was designed with specific items that assessed key dimensions such as clarity in communication, human connection, and the ability to actively listen, among others. The methodology used included an exploratory factor analysis (EFA), which allowed the identification and grouping of the underlying factors of each dimension evaluated. This method was validated through Cronbach's Alpha coefficient, ensuring the internal consistency of the questionnaire and guaranteeing the reliability of the data obtained. In addition, a communality analysis was carried out that facilitated determining the representation of each item in the factor model. Among the most notable results, a high representation of items associated with communicative clarity and active listening was found, suggesting their relevance in building relationships of respect and trust. Likewise, it was observed that conflict resolution training and useful feedback contributed significantly to strengthening the collaborative environment. It was concluded that the development of soft skills and effective communication are essential for the constructive resolution of conflicts in school environments. It was recommended to implement continuous training programs in these areas to consolidate a positive organizational culture and promote the professional growth of teachers in the Ecuadorian context. This work stood out for offering a valid tool to evaluate interpersonal skills and their impact on conflict management in the educational sector.