Resumo

IZAGUIRRE-OLMEDO, Jorge A.  e  RANGEL-LUZURIAGA, Ernesto W.. Teacher leadership and academic motivation in higher education. Rev. ciente. UCSA [online]. 2024, vol.11, n.3, pp.53-63. ISSN 2409-8752.  https://doi.org/10.18004/ucsa/2409-8752/2024.011.03.053.

Research on leadership styles is extensive, and their application has been analyzed in various contexts. Student motivation depends on multiple internal and external factors. This study examines the relationship between teaching leadership styles and motivation in university students from Ecuador and Peru. The research is quantitative in nature and utilized a sample of 548 university students. The sample was non-probabilistic and selected for convenience. Through factor analysis, three leadership styles were identified: transactional, transformational, and laissez-faire; along with four types of motivation: extrinsic, intrinsic towards experiences, intrinsic towards knowledge, and amotivation. Transformational leadership is associated with both intrinsic and extrinsic student motivation, whereas laissez-faire leadership correlates with amotivation. It is concluded that the correlation between teaching leadership and student motivation is consistent in both countries, though stronger for Peru. The results of this research indicate that leadership styles are associated with types of student motivation. Future research should focus on identifying causal relationships between these variables.

Palavras-chave : Leadership; motivation; factorial; correlation; education.

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