Influence of teacher leadership on the motivation and academic resilience of university students; [Influência da liderança docente na motivação e na resiliência acadêmica de estudantes universitários]

Espinoza Montes I.F.; Colca G.C.O.; Bautista N.Y.R.; Santos L.R.S. · Revista Lasallista de Investigacion (2025) · DOI: 10.22507/rli.v22n2a3882

Resumen

Introduction: Teaching leadership is a central component of the university experience, as it is associated with academic engagement and the development of psychological resources that enable students to cope with educational demands. Objective: To determine the influence of teaching leadership on motivation and academic resilience among students of the Faculty of Administrative Sciences at the National University of the Center of Peru (FCA-UNCP) during 2024. Materials and methods: A quantitative, non-experimental, cross-sectional study was conducted using a sample of 198 students. Validated questionnaires were administered, and internal consistency was assessed using McDonald’s Omega and composite reliability. The structural model was estimated through structural equation modeling under a PLS-SEM approach. Results: Teaching leadership showed positive and statistically significant associations with motivation (β = 0.52) and academic resilience (β = 0.49). The determination coefficients indicated moderate levels of explained variance (R2 motivation = 0.27; R2 resilience = 0.24). Conclusions: The findings indicate that teaching leadership is linked to higher levels of motivation and academic resilience, highlighting the relevance of pedagogical practices that integrate instructional clarity, guidance, and student support. Strengthening teaching leadership constitutes a key pathway for promoting academic adaptation and student well-being in higher education. © (2025), (Corporacion Universitaria Lasallista). All rights reserved.

Instituciones: Universidad Nacional del Centro del Perú