EVALUATING TRANSFORMATIONAL EDUCATIONAL LEADERSHIP: PERCEPTUAL DIFFERENCES BETWEEN ADMINISTRATORS AND TEACHERS IN ECUADOR USING PLQ
DOI:
https://doi.org/10.56219/investigacinypostgrado.v40i2.4879Keywords:
educational leadership, organizational climate, professional development, teacher perceptions, psychometric validation, school managementAbstract
Transformational leadership constitutes a critical factor for educational effectiveness and student performance in contemporary institutions. This study examined perceptions of transformational leadership through the application of the Principal Leadership Questionnaire (PLQ) in an educational institution in Cotopaxi, Ecuador. A cross-sectional quantitative design was employed with 60 participants (8 administrators and 52 teachers), evaluating four dimensions: vision building, intellectual stimulation, individual support, and modeling practices using a 5-point Likert scale. Analyses included descriptive statistics and Mann-Whitney U tests for group comparisons. Results revealed generally positive leadership perceptions (M=4.01), with significant differences between administrators and teachers (p<.001, r>.70) and between experienced versus novice professionals (p<.01, r=.35-.40). Individual support received the lowest scores. It was concluded that the PLQ demonstrated cross-cultural applicability, identifying the need to improve organizational communication and develop mentoring programs based on professional experience.
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