Directive leadership and teacher engagement in a peruvian public school

Abstract

This study aimed to determine the relationship between directive leadership and teacher engagement at the Rosa Agustina Donayre de Morey Educational Institution in Iquitos. To this end, we conducted a basic, quantitative, descriptive-correlational, cross-sectional study. The population consisted of 210 teachers, and the sample comprised 136 teachers who responded to a reliable questionnaire. We analyzed the data using descriptive and inferential statistics through SPSS v.26 software. The results showed that there were predominantly deficient evaluations in the dimensions of directive leadership, especially in "Managing Instruction" and "Establishing Direction," with frequencies of 72% and 65%, respectively. Regarding engagement, 55% of the teachers classified their level as deficient in vigor, dedication, and absorption. The normality test indicated a non-normal distribution of the data, justifying the use of the Spearman's Rho correlation coefficient. We found strong and significant correlations between directive leadership and engagement, with coefficients ranging from 0.699 to 0.977. We conclude that there is a positive and strong relationship between effective directive leadership and the level of teacher engagement, highlighting the importance of implementing leadership practices that enhance teacher commitment and motivation.

Keywords: educational quality, job commitment, leadership strategies, teacher motivation, teaching performance