Transformational Evolutionary Program for Developing Leadership Skills to Improve Learning in Peruvian Public Primary School Students

Lora Loza M.G.; Reynosa Navarro E.; Leyva Aguilar N.A.; Villavicencio Palacios L.C. · Revista Venezolana de Gerencia (2025) · DOI: 10.52080/rvgluz.30.especial14.49

Resumen

The aim of this study was to determine the effects of a transformational development program targeting leadership skills, motivation, and school climate management in the La Libertad region of Peru, based on the perceptions of teachers and parents before and after its implementation. This research followed a mixed-methods approach with a convergent sequential explanatory design, which included focus group discussions with 26 teachers and 94 parents, five in-depth interviews with experts, and the administration of pre-and post-tests. The program consisted of four workshops (one per week), each lasting one hour and 50 minutes, delivered between October and November 2024. According to the results, prior to the intervention, leadership skills, motivation, and school climate management were predominantly rated as fair (88.3%, 89.4%, and 75.5%, respectively); after the intervention, they were rated as good (89.4%, 87.2%, and 84.0%, respectively). Student learning also shifted from fair levels (experimental 64.9%, reflective 78.7%, theoretical 63.8%, and pragmatic 53.2%) to good levels (89.4%, 89.4%, 91.5%, and 86.2%, respectively). It was concluded that the implementation of the program produced significant improvements in the evaluated competencies, establishing itself as an effective strategy for transforming participants’ learning outcomes.

Instituciones: Universidad César Vallejo; Universidad Nacional de Educación Enrique Guzmán y Valle