Espirales revista multidisciplinaria de investigación científica, Vol. 6, No. 41

April - June -2022 . e-ISSN 2550-6862. pp 64 - 79

DOI https://doi.org/10.31876/er.v6i41.818

Leadership skills of managers of educational institutions

Habilidades de liderazgo del directivo de instituciones educativas

José Fernando López Olea*

Received: December 01 ,2021

Approved: January 19 , 2022

* Master's Degree in Administration, Benemérita

Universidad Autónoma de Puebla, Puebla, Mexico,

fernando.lopezolea@correo.buap.mx,

https://orcid.org/0000-0003-4125-9492

Abstract

The leadership of managers reminds us that the competencies,

skills and abilities are not centered on administrative tasks, but

should be plural, promoting actions in the financial, academic,

pedagogical, administrative and other areas that are necessary for

the organization, such as public relations. In this sense, the

objective is to analyze the leadership skills exercised by the

directors of educational institutions and thus identify the relevance

of each one of them. The population were managers of five private

higher education institutions in Mexico, for this purpose a

questionnaire was made through an instrument validated with the

Cronbach's Alpha test whose value was 0.700, with a reliability of

95% and a precision of less than 10%, the above through the

statistical software tool Statistical Package for the Social Sciences

(SPSS) in its version 21. In this way, it is understood that leadership

includes different skills that do not emanate from an individual

condition, but participate hand in hand with global dynamics

related to the organization and the context, thus generating

strategic positioning.

Keyword:

Education in values, audiovisual media, teaching

innovation.

Cite this:

López, J. (2022). Leadership skills

of managers of educational

institutions Espirales. Revista

multidisciplinaria de investigación

científica, 6(41), 64-79

José Fernando López Olea

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41

April - June -2022 . e-ISSN 2550-6862. pp 64 -79

Introduction

In the current context, organizations maintain different types of leadership, in this sense,

several approaches are found on this phenomenon, and this has been done according

to cultural, social, historical and even technological changes, which has brought as an

effect a multipurpose theoretical corpus that has allowed to provide answers at different

levels and according to social needs. In this regard, Contreras (2008) agrees with this

idea and alludes to the different epistemic currents that leadership has had, so he

proposes to conduct studies oriented towards the characterization of leaders as

personality and other cognitive variables such as self-efficacy, self-concept, perceived

control, attributional styles, perceived quality of life, coping styles, achievement

orientation and social skills, which undoubtedly are points that from this thesis will be

addressed but from the perspective of intelligent organizations.

From the literature analysis, the theoretical proposals of Agüera (2019), Hernández de

la Rosa (2019), Contreras, Barbosa, Juárez, Uribe and Mejía (2009), Noriega (2008),

among others, focus on the importance of the manager and his leadership in

organizations.

The analysis of the role of the manager not only allows access to a theoretical corpus of

relevance for any organization, whether public (Hernández de la Rosa, 2016, Sesento

and Lucio 2011), private (Barba-Aragón, 2014) or both (Alcarraz, 2016), but also

contributes to the understanding of other parallel phenomena, such as organizational

development and what it entails.

Nowadays, organizations hire people with a set of skills, personal and professional

abilities and competencies that allow them to perform at their best, both inside and

outside the organization; in other words, people's abilities and skills are one of the

essential factors to achieve success in any organization, no matter how simple it may

Resumen

El liderazgo de los directivos recuerda que las competencias, habilidades y capacidades, no son

centradas en el quehacer administrativo, sino que debe ser plural promoviendo acciones en lo

financiero, académico, pedagógico, administrativo y de otros rubros que sean necesarios para la

organización, como lo son las relaciones públicas. En tal sentido el objetivo es analizar las habilidades

de liderazgo que ejercen los directivos de instituciones educativas y con ello identificar la relevancia de

cada una de ellas. La población fueron directivos de cinco instituciones de educación superior privada

de México, para ello se realizó un cuestionario a través de un instrumento validado con la prueba de

Alfa de Cronbach cuyo valor fue de 0.700, con una fiabilidad del 95 % y una precisión de menos del 10

%, lo anterior a través de la herramienta de software estadístico Statistical Package for the Social

Sciences (SPSS) en su versión 21. De esta manera, se comprende que el liderazgo incluye diferentes

habilidades que no emanan de una condición individual, sino que participan de la mano con dinámicas

globales relativas a la organización y al contexto generando a través de ello posicionamientos

estratégicos.

Palabras claves:

Educación en valores, medios audiovisuales, innovación docente.

Leadership skills of managers of educational institutions

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 40

April - June -2022 . e-ISSN 2550-6862. pp 64 - 79

be. This is possible through the conjunction of several elements that make up

organizational success.

In this sense, Rivero (2009) distinguishes four characteristics of a manager with a

productive leadership style, which are summarized in Figure 1.

Figure 1.

Characteristics of proactive leadership

Note: Own elaboration based on Rivero (2009).

This allows the manager, beyond his role, to become a differentiating and strategic

factor for organizational success (Bernal et al., 2010). Strengthening the links between

its members, communicating and executing an environment of trust that facilitates the

acquisition of new knowledge, the development of skills and attitudes that add value to

the company's activities, in addition to strengthening the social links that will generate

an organizational identity.

In addition, proactive leadership also makes it possible to expand and improve the

intellectual capital of an organization that wishes to be competitive (Nava et al., 2011).

In this sense, it should be noted that there are organizations that are governed under

the paradigm of "learning companies", which have the ability to expand their growth

by focusing their attention on proactive and systemic leadership, in which the members

of the organization direct their efforts to the achievement of real objectives and build a

shared vision as a motivating axis.

In this order of ideas, the leadership and skills of the managers of educational

institutions are a critical factor of the first order in the improvement of education,

educational and administrative processes. Therefore, the problem detected is focused

on analyzing whether there is a relevance of the leadership of the managers of private

universities in Mexico (the names of the universities are omitted for ethical and

confidentiality criteria) and their skills to meet the institutional goals and objectives in

the national context.

In this sense, five managers of five private universities in different states of Mexico were

investigated, it is worth mentioning that the research problem was of an empirical nature

that under the scientific methods and techniques was the basis for generating scientific

knowledge, allowing to give an answer to What are the leadership skills of managers,

their level and how they are developed and promoted in their different areas of work

within the universities, therefore the general objective was to analyze the leadership

Enfoque a las

personas,

impulsoras del éxito

en la organización,

dotando de

actividades que

motiven,

promuevan

relaciones y

comunicación

Se construye un

camino a la

búsqueda de

herramientas que

doten de nuevos

conocimientos así

como de su

adquisición y

transmisión

Se orienta a la

solución de

problemas a través

de prácticas

efectivas.

Se necesita de la

promoción de un

ambiente proactivo

por lo que se

construyen

escenarios para

esta acción.

José Fernando López Olea

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41

April - June -2022 . e-ISSN 2550-6862. pp 64 -79

skills exercised by the managers of private universities in Mexico to know the

contextualized leadership schemes of the educational institutions.

Materials and methods

The research approach used was quantitative, using the questionnaire technique to

collect information through an instrument validated with the Cronbach's Alpha test

whose value was 0.700, with a reliability of 95% and a precision of less than 10%, using

the statistical software tool Statistical Package for the Social Sciences (SPSS) version 21.

The questionnaire also helped to ensure that participants remained anonymous and

expressed the reality addressed.

It is worth mentioning that the research instrument was structured in six sections that

allowed obtaining information from the participants.

Table1 .

Instrument design

N°

Instrument

sections

Contents of the sections

Justification

Identification

data

-Name

-Campus

-Years of age

-Level managing

The identification data allowed the

identification of the campus, as well as

the level he/she manages to know the

implications of his/her functions, in

addition to the fact that the data of the

years of seniority allows to know the

experience he/she might have in the

performance of his/her function.

Professional

profile of the

manager

-Last professional degree:

Bachelor's degree

• Master's Degree

• Doctorate or Other.

-Continuous training

• Diplomas, courses,

specialties, among

others, recently

completed.

This section allowed us to know the

professional training of the manager,

since it is due to the functions and

performance involved in his position,

to know if his professional

development can be an important

variable in correlation with his skills in

his position.

Leadership

This section is a set of

phrases (attributes) designed

to make a personal

impression and are

formulated from attributes

that correspond to six types

of leadership;

Autocratic leadership

Democratic leadership

Laisser Faire Leadership

Situational leadership

Charismatic leadership

Transformational leadership

It is necessary to mention that

educational leadership depends to a

great extent on its managers, since

they must drive towards continuous

improvement, which becomes more

dependent on each educational

context. The educational leadership of

management teams acquires greater

relevance in divergent contexts. For

this reason, this section asks

questions related to identifying the

leadership style implemented by

managers in their respective areas.

Soft skills

These are questions to

identify the communication,

Soft skills are used to identify how to

manage the intellectual resources and

Leadership skills of managers of educational institutions

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 40

April - June -2022 . e-ISSN 2550-6862. pp 64 - 79

empathy and assertiveness

they employ in their functions.

talent of your employees through

motivational actions that encourage

them to increase and communicate

their knowledge.

Hard skills

These are questions to

identify the data management

and polyglot skills they

employ in their functions.

These are the skills involved in

organizational development and take

into account factors necessary to

coordinate the elements involved in

the innovation and development

processes.

Cross-

cutting skills

These are questions to

identify the management,

direction, planning, decision

making and negotiation that

they employ in their functions.

These are related skills in terms of

management, leadership and

problem solving.

Note: Own elaboration.

Results

This analysis is presented according to the construction of the research instrument,

which contemplates three types of managerial skills taken from leadership theory,

managerial competencies, decision making, communication and business coaching.

1. Soft Skills.

2. Hard Skills.

3. Transversal Skills.

These will be approached with a description and interpretation of graphic elements in

order to organize the information. It should be noted that the process of interpreting

the results made it possible to identify the leadership skills that are essential in the

direction and operation of private universities.

Within the global analysis of institutional leadership, a centralized role is identified

within the daily practices of the national leadership of the institutions, due to the fact

that through accountability to these key figures it is possible to identify progress in the

objectives and results sought within the organization.

Thus, the directors respond to a dynamic and vertical organizational relationship, which

does not exempt the directors from exercising their leadership in the institutions. It is

worth mentioning that the profile of university directors is of an administrative nature,

so there is no homogeneous training that meets all the needs of the institutions.

Among the different aspects that can characterize leadership, there are six that are

extracted from the theory (together with the skills), which respond to resilience,

collective work, assertiveness, commitment and responsibility, timely decisions and

direction, which were approached with the questions of the instruments applied.

José Fernando López Olea

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41

April - June -2022 . e-ISSN 2550-6862. pp 64 -79

Disucuss

Principals (also identified as rectors) consider communication as one of the most

important soft skills, since in all cases the percentage is higher than 90%, which is

substantial for the understanding of their processes and especially their organizational

tasks. According to these data, the communication they exercise is effective, given that

it takes into account not only quantitative aspects developed by the institutional

communication processes supported by a management system of educational

organizations, but also implies promoting the change of attitude or behavior of a person

or group through words, feelings or reasoning, in favor of the objectives of the

organization.

Recent contributions consider that top management, or in this case directors, have the

role of organizational coaches who drive, motivate and guide the organization,

including the personnel, to achieve goals and objectives with tangible results, where

communication is extremely important, a fact that is corroborated in the reality

addressed.

Now, alluding to hard skills implies thinking about skills from different perspectives,

especially when working on the organizational aspect, in this sense, skills are

transformed, on the one hand, soft skills are especially important to build and

strengthen, as they provide the necessary support to work on the creative process.

However, within the context of hard skills, these are functional to ensure the necessary

depth and expertise in the achievement of goals and objectives, since they imply the

management of information with greater mastery and their respective projections.

Thus, the management of data that are key to the management of an educational

institution will be fundamental, as they will be able to define and clarify the necessary

paths and procedures that will lead to achieve the goals. However, the figure of the

rector must also have the necessary linguistic skills to achieve communication with the

different educational institutions, as well as the organizations that lead to the

establishment of collaboration. In the case of the principals who participated in the

study, they show that the hard skills are substantial in leadership, since the percentages

exceed 80% in the application and possession of these skills.

Thus, data management is essential within the organizations, as we can see, there are

disparities in the homologation within the consulted directors to be able to manage the

information, of course, this is due to different circumstances. In the contextual analysis

of the higher education institutions consulted, it has been possible to clarify that there

is a pragmatism present within the organization, added to the learning and updating

route required for the training of top management, especially those in which emerging

situations arise due to the administrative processes that are followed to address such

situations. Of course, the Quality Management System makes communication and data

management standardized, however, the synthesis of data must be permanently

adapted.

Leadership skills of managers of educational institutions

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 40

April - June -2022 . e-ISSN 2550-6862. pp 64 - 79

Within the main trends in school analysis and management, universities highlight the

importance of establishments in favor of forms of leadership and institutional

management. Transversal skills are those that involve permanent action and therefore

management processes that ensure organizational development in all its dimensions, in

this direction.

Talking about transversal skills also implies recognizing the processes that appear hand

in hand with changes, example of these changes are pragmatic management and

therefore the resolution of emerging needs, for which the only alternative is to move

forward and make effective solutions, these effective solutions are those that not only

allow quality assurance within higher education institutions, but also those that ensure

the development of their activities to detonate the development and operation of their

functions as managers within the institutions.

The organizational development of smart institutions will depend largely on the

articulation of transversal skills that account for their impacts and effects.

Higher education institutions of private origin, therefore, have different connotations

where the role of leadership should not be understood from the traditional perspective

as stated by Pautt (2015) since when he establishes the relationship between leadership

and his group of followers or subordinates, he forgets aspects that are fundamental,

among them, the need to strengthen a qualitative link with the work team or in his case,

generate a relationship of unfolding of his leadership skills in different spheres for the

purpose of enhancing his results within the organization.

That is why, following Cortés Mejía (2004), we believe that leadership is not the exercise

of providing answers or giving orders to be obeyed at the moment, but rather it is the

exercise of defining efforts to find shared answers to common problems that allow the

organization to grow, where management skills are fundamental.

Of course, there are slight differences between the subjects investigated, but the

percentages are high in terms of the importance of these skills. This is due to the fact

that management is a fundamental factor within the organization especially in two

directions, on the one hand, in the endogamy of communication centralized in the

National Rectory, on the other hand, in the constant communication with the agents of

the different spheres that are important for the expansion, growth, regularization and

normative operation of the organization.

Conclusions

The development of this research allowed us to visualize the need for a

professionalization program for organizational leaders, which contributes to the

development of skills that are fundamental in the work of a private institution. It is

important to highlight that involving the agents of change in a homogeneous training

will contribute to the positioning of the organization as an educational system, by

José Fernando López Olea

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41

April - June -2022 . e-ISSN 2550-6862. pp 64 -79

strengthening the nuclear aspects within the existing leadership in each educational

institution.

The skills that have been found so far to be fundamental factors of action within the

leadership of the rectors are constituted as follows:

A. Soft Skills: We understand that the global action process performed by

management figures requires a set of key knowledge, within the research,

three fundamental skills that are important within the governance process

that is established within educational institutions were detected. This is why

the following conceptual delimitations of the research findings are

described:

§ Communication: To think of communication as a global element

within organizations is also to link its pragmatic elements to other

constructs, however, here the communication factor implies

recognizing a constitutive sphere of human development, which

determines the process of humanization and is consolidated as a

fundamental axis of well-being and quality of life of people

(Calvache, 2015. P.p. 327). That is, following Calvache (2015)

communication should be seen as the basis that allows the

individual to establish interpersonal relationships and expand its

heuristic function to inquire, discover and interpret the world,

being the world to which we refer to the organizational context,

thereby involving all internal and external agents in favor of the

organization and its expansion.

§ Assertiveness: According to Gaeta and Galvanovskis (2009)

assertiveness is to raise psychological aspects that allow us to

retake the intrinsic security, to delimit tenacity within the

discourse and persistence in our argumentation, whether

behavioral, psychic or discursive, since it requires a firm step with

responsibility to maintain the necessary social interactions. Thus,

within the research, it was found that being assertive also implies

having a projection on the members of the organization and

exogenous agents that gives rise to a real dialogue between the

needs that are raised by the direction of the organization and the

natural internal and external tensions. Failure to balance these

aspects contributes to a weakening of the identity, and the

generation of work groups that are in permanent dispute to co-

opt followers and apply more energy in decision-making through

different strategies. Thus, to think of assertiveness is to think of

an internal and external dialogue projected within the

organization as an ability that a leader must develop at all times.

§ Empathy: López, Filippetti and Richaud, (2014) state that

empathy is the ability to understand the feelings and emotions of

others, based on the recognition of the other as similar. Under

this approach, thinking about empathy, also implies recognizing

the exercise of assertiveness mentioned above, however, within

Leadership skills of managers of educational institutions

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 40

April - June -2022 . e-ISSN 2550-6862. pp 64 - 79

an organization having empathic aspects within the work teams

contributes to achieve an adequate and objective organizational

climate, while empathy also implies recognizing the specific

needs of people, including within this agency a set of undeclared

knowledge, but necessary to restate responsibilities or if

necessary propose others, taking care that the mental states are

always taken care of for the benefit of the whole institution. In the

context of private educational institutions, recognizing empathy

implies recognizing the status of people and the relationship they

have with the goals, thus generating an adequate projection for

the management of human talent.

Hard Skills: The so-called hard skills are those that contribute to the unfolding of

the leaders' agency, in this sense, we are talking about much more technical aspects

that require a permanent updating work, thus contributing to the expansion, growth

and of course elements for decision making. Within the university context, leaving

aside these aspects, implies having descriptive agents, however, it is necessary to

have elements that allow the leader to truly act in favor of the organization. In the

private initiative, these two elements are fundamental, since the look implies the

recognition of the institutions in favor of our challenge as members of a work team,

that besides being linked in the operativity also does it in the projection, namely,

they are two abilities which are considered fundamental, nevertheless, in the results

these abilities were of those that more negative elements had, hence the

importance of the professionalization.

Data management: Within the current context, we have seen the change of

paradigms from the information society, to the knowledge economy, although, we

can imagine that information is not present within the context of the knowledge

economy, the reality is totally different, since, information within the process of data

management, becomes knowledge, hence this is one of the most important hard

skills. In this regard, Orellana and Sanchez (2006) state that talking about

information also implies a set of techniques that allow us to collect data, from

traditional aspects such as observation and participation, as well as non-

conventional aspects such as data mining within social networks (Hernandez de la

Rosa, 2021), today there are several aspects that contribute to think of data as a

factor of utmost importance, there are within the organization, not only aspects,

but needs that lead us to think of data mining as a key element for decision making

and setting the course within the organization.

Polyglot: Language and, therefore, communication will always be a preponderant

factor in human relations. In organizations, to think of a polyglot agent is also to

think of a cultural authority; therefore, a Rector should position himself as an

academic-manager (Hernández de la Rosa, 2017). That is why they must remain in

close liaison processes to achieve training in the communication of different

languages. In this regard, Arismendi, (2016) discusses the importance of talking

about multilingual competence, so organizations such as higher education

José Fernando López Olea

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41

April - June -2022 . e-ISSN 2550-6862. pp 64 -79

institutions and especially private ones, should have agents with leadership also in

linguistic competence that respond to the needs of students who are from other

contexts, as well as visits from academics or institutional authorities.

Transversal Skills: The so-called transversal skills will be those that contribute to the

development of our more circumspect aspects, those that lead to the development

of managerial functionality and therefore of the application of leadership as an axis

that establishes cohesion with the other skills. Namely, these transversal skills will

be fundamental for the achievement of institutional objectives. In the research

carried out, these aspects are taken up and reinforced in different ways by the

agents and their contexts; however, the conceptual recovery of these leadership

skills will be useful when training new agents who participate in the strategic,

tactical and operational direction and operation of the organization.

Management: Management is a process that allows the specific development of

operations, but under a global view, understanding that the management of the

director, in this case of the rectors, is a global process, which requires operational

attention to look at the expected results. Thus, Murray (2002) shares with us that

thinking about management implies thinking about the development of

administration, being thus that management becomes the methodology that allows

finding differentials of different natures, giving rise to the possibility of acting in any

institutional space. It is for this reason that the results that were obtained marked

important scores within the spectrum of management; however, it is important to

emphasize that these operations will always be viewed from the point of view of

organizational development, not only as quantitative, but also qualitative, involving

both endogenous and exogenous aspects.

Planning: Planning is the art par excellence of foreseeing, of ensuring that the

direction of the organization can cope with emergencies, changes and both internal

and external factors. That is why being a good planner is also one of the leadership

skills that become a necessary focus within any organization. In private higher

education institutions, planning projects, not only academic consolidation, but also

and with preponderance, the consolidation of enrollment, especially within the area

of expansion, but it must also emphasize diversification, an aspect that is

fundamental and forgotten by many agents who become representatives, leaving

aside planning and considering it as a simple and plain administrative process. It is

here where the institutions must place emphasis, in ensuring that the planning

instruments are lean, to meet the needs, but robust in the congruence and

foundation of the actions. Salazar and Romero (2006, p. 2) state that planning

implies, in addition to well-defined tasks, an active participation between those who

execute and support the link between scope and logistics, through the exchange

of actions, resources and information and the evaluation of achievements.

Decision-making: This leadership skill, is as we realize result of the sum of the

predecessor skills in this research, that is why, Acevedo, Linares and Cachay (2010)

propose that it is important to recognize this skill with four streams, which are:

Leadership skills of managers of educational institutions

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 40

April - June -2022 . e-ISSN 2550-6862. pp 64 - 79

analytical rationality, harmony of the objectives of the actors, strategic decision

making and business circumstance with managerial perspective, these aspects will

be extremely necessary to take up and attend to for any private higher level

institution. In this sense, the discussion on decision making will imply an adequate

discrimination of judgments about the information gathering process, the

treatment of that information to obtain data and other aspects that are necessary

to be considered within the reading of the organizational task.

Negotiation: Negotiations are strategic situations, that is, the actions of one party

depend on what the other party does, and involve a continuous series of

interactions that gradually outline both the result (or final agreement) and the

process through which the result is reached, the rules of the game that are

sequentially established by the parties until a procedure or process is defined that

will be maintained in future interactions between the parties (Paz, 2004). Therefore,

this skill is one of those included within the transversal leadership skills, the

relevance acquired by the negotiation is focused on the especially qualitative

aspects of it, including its history within the dimensions of management, finance,

academia, administration, organizational climate, social projection or others, these

aspects allow the negotiator to generate a clear path of elements to consider to

regain confidence in the negotiation, giving clear evidence of what can be done

pragmatically for the resolution or solution proposals. In the private sector,

negotiations necessarily imply acting with immediate results, since there is a

contractual relationship with users and any delay is harmful to the organization in

its services. Being in permanent action is a situation that must attend to the users

that allow the achievement of objectives, goals and indicators.

Up to this point, we can discern that within the private universities in question, there

are outstanding elements that should be considered by other organizations,

however, in the full exercise of objectivity, it is also essential that the agents that

govern the development of organizations, take up a common axis of training in

order to homologate and support each other under different perspectives to further

enhance leadership skills.

The scale used to measure leadership skills in this study allows for the enhancement

of outstanding aspects, however, it should be considered as an exploratory study

within the context of intelligent organizations, especially those focused on human

talent, especially in the private context.

According to León, Tejada and Yataco (2003), all intelligent organizations must find

learning as part of their agency, which means that leaders must be the ones to

develop and expand the possibilities for growth and creation, including the

ongoing training of managers. The construction of an organization with an authentic

capacity for learning and creativity is based on the development of five disciplines:

personal mastery, teamwork, shared vision, mental models and systemic thinking.

(León, and Yataco, 2003. P.p. 82), which is already a training route that will impact

José Fernando López Olea

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41

April - June -2022 . e-ISSN 2550-6862. pp 64 -79

the skills detected in this study, thus being a reference for the training of human

talent in the five private universities in question.

..........................................................................................................

References

Acevedo, A., Linares, C. y Cachay, O.

(2010). Herramienta para superar el

dilema gerencial: Toma de decisiones

o resolución de problemas. Industrial

Data, 13(1),18-27.

https://www.redalyc.org/articulo.oa?i

d=81619989003

Agüera, R. E. (2019). Liderazgo y

Compromiso Social. México

Alcarraz, P. (2016). Liderazgo de los

directores en las instituciones

educativas pública, privada y

parroquial del distrito de Huaral 2016.

Universidad César Vallejo, Repositorio

Digital Institucional.

https://repositorio.ucv.edu.pe/handle

/20.500.12692/7795

Arismendi, F.A. (2016). La competencia

plurilingüe y pluricultural en la

formación de futuros docentes de

lenguas extranjeras en una

universidad pública en Colombia.

Revista Folios, (44),109-125.

https://www.redalyc.org/articulo.oa?i

d=345945922007

Barba-Aragón, M. I. (2014). La habilidad de

los directivos y su papel medido entre

formación e innovación. Revista

Europea de dirección y economía de

la empresa, 127-131.

https://www.sciencedirect.com/scienc

e/article/pii/S1019683814000092

Bernal, C.A., Turriago, A., y Sierra, H.D.

(2010). Aproximación a la medición de

la gestión del conocimiento

empresarial. Revista AD–minister, 1

(16), 30-49.

Leadership skills of managers of educational institutions

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 40

April - June -2022 . e-ISSN 2550-6862. pp 64 - 79

https://vlex.com.co/vid/aproximacion

-medicion-gestion-conocimiento-

656106229

Calvache, C.A. (2015). Perspectiva

sistémica de la comunicación humana

y sus desórdenes. Revista Ciencias de

la Salud, 13(3),327-329. [fecha de

Consulta 5 de abril de 2021]. ISSN:

1692-7273. Disponible en:

https://www.redalyc.org/articulo.oa?i

d=56242524001

Contreras, F, Barbosa, D, Juárez, F, Uribe,

A, y Mejía, C. (2009). Estilos de

liderazgo, clima organizacional y

riesgos psicosociales en entidades del

sector salud, como criterios de

Responsabilidad Social Empresarial.

Estudio comparativo en cuatro

ciudades colombianas. Revista Acta

Colombiana de Psicología 12 pp. 13-

26.

Contreras, F. (2008). Liderazgo:

perspectivas de desarrollo e

investigación. International Journal of

Psychological Research, 1 (2), pp. 64-

72. Recuperado de

http://www.redalyc.org/pdf/2990/299

023508008.pdf

Contreras, F., Juárez, F., Barbosa, D., y

Uribe, A. (2010). Estilos de liderazgo,

riesgo psicosocial y clima

organizacional en un grupo de

empresas colombianas. Revista de la

Facultad de Ciencias Económicas:

Investigación y Reflexión, XVIII (2) pp.

7-17

https://www.redalyc.org/articulo.oa?i

d=90920053001

Cortés, A. (2004). Estilos de liderazgo y

motivación laboral. En el ambiente

educativo. Revista de Ciencias

José Fernando López Olea

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41

April - June -2022 . e-ISSN 2550-6862. pp 64 -79

Sociales (Cr), IV (106),203-214

https://www.redalyc.org/articulo.oa?i

d=15310615

Gaeta, L. y Galvanovskis, A. (2009).

Asertividad: un análisis teórico-

empírico. Enseñanza e Investigación

en Psicología, 14(2),403-425. [fecha

de Consulta 5 de abril de 2021]. ISSN:

0185-1594. Disponible en

https://www.redalyc.org/articulo.oa?i

d=29211992013

Hernández de la Rosa, E. (2017).

Evaluación institucional: la visión del

directivo en la acreditación, En

Barraza Macías, A. y Gutiérrez

Olivares, V. (Coords.). El estudio de la

realidad educativa a partir de sus

actores. (Pp. 8-48). Durango, México:

Instituto Universitario Anglo Español.

Recuperado de:

http://redie.mx/librosyrevistas/libros/

estudioreali.pdf#page=8

Hernández de la Rosa, E. (2021, 14 de

enero). ¿Qué tendencias en

tecnología educativa tendremos en

2021? Educación Futura. Periodismo

de interés público. Recuperado de:

https://www.educacionfutura.org/que

-tendencias-en-tecnologia-educativa-

tendremos-en-2021/

Hernández de la Rosa, E. (S/F). Tendencias

en el “Learning”: Metodologías

inmersivas para formas CEOs. U-

planner. Recuperado de:

https://www.u-

planner.com/es/blog/tendencias-en-

el-learning-metodologias-inmersivas-

para-formar-ceos

Hernández de la Rosa, E., Corona Serrano,

M.M. y Carro Olvera, A. (2016). Las

prácticas de los directivos en la

universidad: quehaceres sobre los

Leadership skills of managers of educational institutions

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 40

April - June -2022 . e-ISSN 2550-6862. pp 64 - 79

procesos de acreditación de

programas educativos. En Hernández

Jácques, L.F. (Coord.) Practicas y

Propuestas en el contexto Educativo.

Tlaxcala, México. Pp. 175-186.

Recuperado de:

https://www.academia.edu/36813974

/Las_pr%C3%A1cticas_de_los_directi

vos_en_la_universidad_quehaceres_s

obre_los_procesos_de_acreditaci%C

3%B3n_de_programas_educativos

López, M. B., Filippetti, V. A. & Richaud, M.

C. (2014). Empatía: desde la

percepción automática hasta los

procesos controlados. Avances en

Psicología Latinoamericana, vol. 32(1),

pp. 37-51. Recuperado de:

http://www.scielo.org.co/pdf/apl/v32

n1/v32n1a04.pdf

Murray, P. (2002). Gestión - Información -

Conocimiento. Biblios, 4(14),

https://www.redalyc.org/articulo.oa?i

d=16114402

Nava, M., et al. (2011). Organizaciones

inteligentes en entornos globalizados.

Coloquio de Investigación

Multidisciplinaria. México: Instituto

Tecnológico de Orizaba. Octubre 27 y

28, Orizaba, Veracruz.

Noriega, M. G. (2008). La importancia del

liderazgo en las organizaciones.

Ensayos, Temas de Ciencia y

Tecnología. 12 (36), pp. 25-29.

Recuperado de

http://www.utm.mx/edi_anteriores/te

mas036/ENSAYO3-36.pdf

Orellana, D.M. y Sánchez, M.C. (2006).

Técnicas de recolección de datos en

entornos virtuales más usadas en la

investigación cualitativa. Revista de

Investigación Educativa, 24(1),205-

José Fernando López Olea

Espirales. Revista multidisciplinaria de investigación científica, Vol. 6, No. 41

April - June -2022 . e-ISSN 2550-6862. pp 64 -79

222. [fecha de Consulta 5 de abril de

2021]. ISSN: 0212-4068. Disponible

en:

https://www.redalyc.org/articulo.oa?i

d=283321886011

Pautt, G. (2015). Liderazgo y dirección: dos

conceptos distintos con resultados

diferentes. Revista de la Facultad de

Ciencias Económicas: Investigación y

Reflexión, XIX (1), pp. 213-228.

https://www.redalyc.org/articulo.oa?i

d=90922732013

Paz, J.I. (2004). Negociación: Competencia

Gerencial Por Antonomasia. Revista

EIA, (1),81-98, pp. 1794-1237.

https://www.redalyc.org/articulo.oa?i

d=149217763008

Salazar, D. y Romero, G.E. (2006).

Planificación. ¿Éxito Gerencial?

Multiciencias, 6(1),0.

https://www.redalyc.org/articulo.oa?i

d=90460103

Sesento, L. y Lucio, R. (2011) las

competencias de los directivos en

instituciones educativas, factor

importante para el desarrollo optimo.

Cuadernos de Educación y Desarrollo.

3 (30).

https://www.eumed.net/rev/ced/30/s

gld.html