Nelson Johnni Palacios Dulce, Carmen del Rocío Zúñiga Góngora, Paul Miki Grados Cruz, Iris Felícita Távara Peña, Estefani Inmaculada Aguirre Zuñiga, Susana María Castillo Mantilla

DOI: 10.59427/rcli/2024/v24cs.632-646

The purpose of the research that was carried out was to analyze the link between pedagogical leadership and teacher performance in Regular Basic Education in Peru in the years 2016-2021. For this purpose, a quantitative methodology was used, a basic, descriptive research, non-experimental, cross-sectional design. The population consisted of 34 documents, of which 18 were considered as a sample, subjected to systematic review, through exclusion criteria such as: being within the 2016-2021 time period, scientific articles in indexed databases such as Dialnet, LATINDEX, LATINREV, Redalyc, REDIB, Scielo, Scient Direct, SCOPUS, Google Scholar; Clean reliability, expert judgment and methodology. The results indicate that the predominant theories are Leithwood’s (2009) transformational leadership and Bandura’s (1977) self-efficacy; the predominant methodology is quantitative with 77.8%. The technique of greater use has been the survey 56.5% and as an instrument the questionnaire 69.6%, with very high reliability in 38.9%. The analyzes have been parametric in 72.2%, and the most used statistic has been Pearson’s R in 22.2%. The statistical results allow us to conclude that statistically there is a direct and significant association between pedagogical leadership and teacher performance.

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