Influence of academic leadership in meaningful learning of students of the Faculty of Engineering, University of La Serena, Chile

Abstract

This work evaluates the multidimensional impact of academic leadership exercised by teachers of the Faculty of Engineering, University of La Serena, as an influence and explanation of the results of the significant learning of their students. A relational model with ten working hypotheses is proposed, surveys with sample size of 340 students that have statistical reliability were applied. The method of structural equations was used to contrast the model. It is concluded that trust, active role and intra-entrepreneurial behavior positively and significantly influence significant learning, explaining 57.1% of its variance. It is possible to ratify with statistical reliability that the academic leadership present in the Faculty is generated from the systemic management of two variables; transformational leadership and educational leadership, which together positively and indirectly influence the significant learning of students.