Characteristics of the transformational leadership of teachers of Language and Communication in a sample of educational settings in situation of social vulnerability

Abstract

Approaches such as collective leadership, distributed or shared, emerge - from non-conventional sources of influence - as proposals to enhance knowledge, education and the improvement of the teaching quality in educational settings in the area of leadership. This current study examines the transformational leadership of teachers of Language and Communication from 7th grade of middle school education to 4th grade of secondary education in five educational institutions which work with deprived children and teenagers. The description is based on the results of a multifactorial questionnaire on leadership applied to a sample of 505 students. A lack of significant statistical differences in the perception of leadership of the teachers of Language and Communication, from both levels of education, is shown through descriptive statistics parameters and the T-student test. Similarly, these instructors are perceived as teachers with transformational features by their students.