{"id":2896,"date":"2021-04-29T00:23:37","date_gmt":"2021-04-29T00:23:37","guid":{"rendered":"http:\/\/hets.org\/ejournal\/?p=2896"},"modified":"2021-10-29T19:37:08","modified_gmt":"2021-10-29T19:37:08","slug":"relacion-entre-el-nivel-de-liderazgo-del-profesor-y-la-retencion-estudiantil-de-una-institucion-de-educacion-superior","status":"publish","type":"post","link":"https:\/\/hets.org\/ejournal\/relacion-entre-el-nivel-de-liderazgo-del-profesor-y-la-retencion-estudiantil-de-una-institucion-de-educacion-superior\/","title":{"rendered":"Relaci\u00f3n entre el nivel de liderazgo del profesor y la retenci\u00f3n estudiantil de una instituci\u00f3n de educaci\u00f3n superior."},"content":{"rendered":"\n<p class=\"has-text-align-center\">Por<br><a href=\"https:\/\/hets.org\/ejournal\/2021\/04\/29\/dr-frances-vazquez-padilla\/\">Frances Marie V\u00e1zquez Padilla Ed.D.<\/a><br>NUC University<\/p>\n\n\n\n<p><strong>Resumen<\/strong><\/p>\n\n\n\n<p>Este estudio de dise\u00f1o descriptivo correlacional, longitudinal y por cohortes investig\u00f3 la relaci\u00f3n entre el nivel de liderazgo del profesor y la retenci\u00f3n estudiantil. El estudio fue basado en los planteamientos te\u00f3ricos del modelo de liderazgo completo de Bass y Avolio (1994) y el modelo de partida institucional (Tinto, 1993). Se administr\u00f3 un cuestionario para la determinaci\u00f3n del nivel de liderazgo del profesor y se utiliz\u00f3 el sistema de informaci\u00f3n estudiantil de la instituci\u00f3n para determinar la retenci\u00f3n estudiantil. El cuestionario <em>Nivel de liderazgo del profesor<\/em>, fue validado y sometido a an\u00e1lisis de confiabilidad arrojando 0.92 en la prueba <em>Alpha de Cronbach<\/em>.<\/p>\n\n\n\n<p>El nivel predominante entre los docentes fue el nivel <em>En desarrollo.<\/em> En t\u00e9rminos de la tasa de retenci\u00f3n de los facultativos, la muestra obtuvo una tasa de retenci\u00f3n general de 88.5%. El an\u00e1lisis del coeficiente de correlaci\u00f3n <em>Spearman\u2019s arroj\u00f3<\/em> un 0.039 rs con un valor p &gt;0.05 determinando que no existe relaci\u00f3n entre el nivel de liderazgo del profesor y la retenci\u00f3n estudiantil. Los hallazgos de este estudio validan la retenci\u00f3n como fen\u00f3meno multifactorial donde el nivel de liderazgo de facultad y la retenci\u00f3n estudiantil no se asocian como factores que inciden en la retenci\u00f3n estudiantil.<\/p>\n\n\n\n<p><strong>Abstract<\/strong><\/p>\n\n\n\n<p>This cohort, longitudinal, correlational descriptive design study investigated the relationship between faculty leadership level and student retention. The study was based on the theoretical approaches of the complete leadership model of Bass and Avolio (1994) and the institutional departure model (Tinto, 1993). A questionnaire was administered to determine faculty level of leadership and the institution&#8217;s student information system was used to determine student retention. Faculty Leadership Level questionnaire was validated and submitted to reliability analysis, resulting 0.92 in Cronbach&#8217;s Alpha test.<\/p>\n\n\n\n<p>The predominant leadership among faculty was developing level. In terms of the retention rate of faculty, the sample obtained an overall retention rate of 88.5%. The analysis of the Spearman\u2019s correlation coefficient yielded 0.039 rs with a p value&gt; 0.05, determining that there is no relationship between the level of faculty leadership and student retention. The findings of this study validate retention as a multifactorial phenomenon where the level of faculty leadership and student retention are not associated as factors that affect student retention.<\/p>\n\n\n\n<p><em>Palabras claves:<\/em> retenci\u00f3n; educaci\u00f3n superior; facultad; liderazgo<\/p>\n\n\n\n<p><em>Keywords<\/em>: retention; higher education; faculty; leadership<\/p>\n\n\n\n<p><a rel=\"noreferrer noopener\" href=\"http:\/\/hets.org\/ejournal\/files\/2021\/05\/Articulo-5-Relacion-entre-el-nivel-de-liderazgo-y-la-retencion-estudiantil-Rev-YM-Abril-2021.pdf\" target=\"_blank\"><strong>Descargue aqu\u00ed el art\u00edculo en formato PDF<\/strong><\/a><\/p>\n\n\n\n<!--more-->\n","protected":false},"excerpt":{"rendered":"<p>PorFrances Marie V\u00e1zquez Padilla Ed.D.NUC University Resumen Este estudio de dise\u00f1o descriptivo correlacional, longitudinal y por cohortes investig\u00f3 la relaci\u00f3n entre el nivel de liderazgo del profesor y la retenci\u00f3n estudiantil. El estudio fue basado en los planteamientos te\u00f3ricos del modelo de liderazgo completo de Bass y Avolio (1994) y el modelo de partida institucional [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[301,267],"tags":[],"class_list":["post-2896","post","type-post","status-publish","format-standard","hentry","category-spring-issue-april-2021","category-volume-xi"],"_links":{"self":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts\/2896","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/comments?post=2896"}],"version-history":[{"count":12,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts\/2896\/revisions"}],"predecessor-version":[{"id":3200,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/posts\/2896\/revisions\/3200"}],"wp:attachment":[{"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/media?parent=2896"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/categories?post=2896"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/hets.org\/ejournal\/wp-json\/wp\/v2\/tags?post=2896"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}