Pedagogical and Digital Transformational Leadership in Ecuadorian Public Institutions: The Impact of Management on Educational Innovation
DOI:
https://doi.org/10.70577/rnewap05Keywords:
pedagogical leadership; digital transformational leadership; educational innovation; school management; active methodologies; digital transformation; public education.Abstract
This study is based on a fairly clear idea: to examine how pedagogical leadership and digital transformational leadership relate to educational innovation in public schools in Ecuador. To address this, a quantitative approach was adopted, using a non-experimental, cross-sectional design. A total of 176 teachers from primary and secondary education in the provinces of Guayas, El Oro, and Los Ríos participated in the study. Data were collected through a Likert-type questionnaire. Prior to its application, the instrument was reviewed by experts, and a factor analysis was conducted to ensure its validity. Once the data were processed, the results revealed a positive and statistically significant relationship among the variables. In simple terms, the research hypothesis was supported. However, beyond the numerical results, some aspects become clearer when considered within their context. When leadership within an institution is more active, its effects are noticeable. For instance, it is more common to observe classes that incorporate active methodologies or teachers who attempt to use digital tools in a more intentional way. There is also a greater tendency toward more participatory classroom environments. This is not automatic, but it does occur with some consistency. That said, not everything depends on leadership alone. Other factors also play an important role. Pedagogical support, for example, makes a significant difference. It is also helpful when there is a shared understanding of the institution’s direction, although this is not always clearly defined. A similar situation occurs with technology: it is not just about having access to it, but about understanding how and why to use it. On the other hand, certain limitations were evident. The lack of technological resources and teachers’ workload were among the most significant constraints identified during the study. In practice, these conditions tend to hinder many initiatives, even when there is a genuine intention to improve. In conclusion, pedagogical and digital transformational leadership do contribute to educational innovation; however, they do not operate in isolation. Their impact largely depends on the context and on how feasible it is to translate ideas into practice.
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