Educational
leadership
of
teachers
in
the
self-
regulation
learning
process
of
university
students
Resumen
.-Este
estudio
tuvo
como
propósito
determinar
la
influencia
del
liderazgo
educativo
docente
en
el
proceso
de
autorregulación
del
aprendizaje
de
los
estudiantes
universitarios
de
primer
semestre
de
la
carrera
de
Comunicación
Social
-
Periodismo
en
una
institución
de
educación
superior
de
Colombia.
Se
empleó
una
metodología
cuantitativa
no
experimental
y
un
diseño
transeccional
-
correlacional
en
el
que
se
utilizó
el
MLQ
y
el
Cuestionario
de
Estrategias
Motivadas
para
el
Aprendizaje.
Los
datos
recolectados
fueron
analizados,
revelando
que
para
la
variable
liderazgo
educativo,
el
estilo
de
liderazgo
transformacional
presentó
el
mayor
porcentaje
de
participación
entre
los
docentes,
y
para
la
variable
autorregulación
del
aprendizaje,
se
encontró
que
los
estudiantes
sí
utilizan
estrategias
de
autorregulación.
Palabras
clave
:
Autorregulación
del
aprendizaje,
liderazgo
educativo,
teoría
de
liderazgo
transformacional,
rendimiento
académico
Ponce et al. Educational leadership of teachers in the self-regulation learning process of university students.
Elena
Ponce
Martínez
https://orcid.org/0000-0002-8645-9431
elena.ponce@upb.edu.co
Universidad
Pontificia
Bolivariana
Montería,
Colombia
Abstract.-
This
study
investigated
the
influence
of
teachers’
educational
leadership
on
the
self-regulation
learning
process
of
the
first
semester
university
students
of
the
Social
Communication
and
Journalism
program
in
a
higher
education
institution
in
Colombia.
Nonexperimental
quantitative
methodology
and
transactional
correlational
design
were
employed
wherein
the
MLQ
and
the
Motivated
Strategies
for
Learning
Questionnaire
were
used.
The
data
collected
were
analyzed,
thus
revealing
that
for
the
educational
leadership
variable,
the
transformational
leadership
style
presented
the
highest
percentage
of
participation
among
teachers,
and
for
the
self-regulation
learning
variable,
it
was
found
that
students
do
use
self-regulation
strategies.
Keywords:.
Self-regulated
learning,
educational
leadership,
transformational
leadership
theory,
academic
achievement
El
liderazgo
educativo
de
los
docentes
en
el
proceso
de
autorregulación
del
aprendizaje
de
los
estudiantes
universitarios
182
Daniel
Acosta
Leal
https://orcid.org/0000-0002-6135-7439
Daniel.acosta@uniminuto.edu
C
o
r
p
o
r
a
c
i
ó
n
U
n
i
v
e
r
s
i
t
a
r
i
a
M
i
n
u
t
o
d
e
D
i
o
s
-
UNIMINUTO
Z
i
p
a
q
u
i
r
á
,
C
o
l
o
m
b
i
a
Recibido
(25/03/2022),
Aceptado
(05/05/2022)
https://doi.org/10.47460/uct.v26i114.603
II.
Introducción
For
students,
learning
self-regulation
means
being
aware
of
their
own
academic
goals
and
the
path
they
need
to
follow
to
achieve
them.
For
teachers,
sharing
the
classroom
with
self-regulated
students
means
becoming
a
guide
and
an
educational
leader.
For
the
school,
in
addition
to
achieving
high
scores
on
standardized
tests,
the
self-regulation
learning
process
means
forming
an
academic
community
with
high
values
in
terms
of
human
quality.
Moreover,
for
the
society,
it
would
mean
having
citizens
capable
of
making
responsible
decisions.
Thus,
learning
self-regulation
offers
multiple
benefits
and
is
influenced
by
diverse
factors.
T
h
e
e
x
i
s
t
i
n
g
l
i
t
e
r
a
t
u
r
e
o
n
t
h
i
s
t
o
p
i
c
s
t
a
t
e
t
h
a
t
v
a
r
i
o
u
s
i
n
t
e
r
n
a
l
a
n
d
e
x
t
e
r
n
a
l
e
l
e
m
e
n
t
s
a
f
f
e
c
t
s
t
u
d
e
n
t
s
’
s
e
l
f
-
r
e
g
u
l
a
t
i
o
n
process
during
their
developmental
stages,
as
highlighted
by
Zimmerman
[1].
In
this
sense,
their
relationship
with
the
t
e
a
c
h
e
r
d
u
r
i
n
g
t
h
e
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
p
r
o
c
e
s
s
i
s
a
p
a
r
t
o
f
t
h
e
i
r
d
e
v
e
l
o
p
m
e
n
t
s
u
c
h
a
s
g
i
v
i
n
g
i
n
s
t
r
u
c
t
i
o
n
s
f
o
r
assignments,
evaluations,
and
self-regulation.
Considering
the
abovementioned
aspect,
the
need
to
determine
whether
teachers’
educational
leadership
exerts
any
kind
of
influence
on
self-regulation
of
learning
in
university
students
emerged.
A
quantitative
nonexperimental
methodology
was
applied,
and
it
focused
on
a
cross-sectional
correlational
design
to
achieve
this
purpose.
The
Multifactor
Leadership
Questionnaire
(MLQ)
and
the
Motivated
Strategies
for
Learning
Questionnaire
(MSLQ)
were
applied,
and
the
data
collected
for
each
variable
was
analyzed
in
Excel.
A.
Leadership
in
Education
Within
the
framework
of
teaching
and
learning
processes,
the
academic
performance
and
the
self-regulation
learning
(SRL)
are
placed
opposite
to
educational
leadership.
This
leadership,
which
has
been
present
in
education,
is
the
result
o
f
m
u
l
t
i
p
l
e
r
e
s
e
a
r
c
h
s
t
u
d
i
e
s
.
T
h
e
s
e
s
t
u
d
i
e
s
b
o
r
r
o
w
e
d
l
e
a
d
e
r
s
h
i
p
t
h
e
o
r
i
e
s
t
o
e
x
p
l
a
i
n
i
t
s
d
e
v
e
l
o
p
m
e
n
t
i
n
s
c
h
o
o
l
s
a
n
d
u
n
d
e
r
s
t
a
n
d
t
h
e
i
n
f
l
u
e
n
c
e
o
f
t
e
a
c
h
e
r
s
a
n
d
s
c
h
o
o
l
a
u
t
h
o
r
i
t
i
e
s
i
n
s
t
u
d
e
n
t
s
’
s
c
h
o
o
l
p
e
r
f
o
r
m
a
n
c
e
a
n
d
t
h
e
s
u
c
c
e
s
s
o
r
failure
of
school
organization.
Vela
et
al.
[2]
conducted
a
review,
and
they
found
several
leadership
models,
namely,
ethical,
strategic,
sustainable,
emotional,
and
servant.
There
is
another
trend
that
justifies
the
existence
of
a
type
of
leadership
having
characteristics
inherent
to
the
school
environment;
this
is
distributed
leadership,
which
is
distributed
among
all
members
of
the
school
and
is
very
different
from
instructional
leadership;
it
is
director-centered
where
teachers
are
just
followers.
Heck
and
Hallinger
[3]
believed
that
the
effect
of
distributed
leadership
is
a
collective
activity,
and
it
is
mediated
by
means
of
communicating
the
mission
and
objectives
and
aligning
resources
to
help
students.
According
to
this
factor,
teachers
are
perceived
to
be
experts
to
be
a
part
of
school
improvement.
Contributions
to
leadership
for
learning
(LfL)
are
found
in
recent
theories
on
educational
leadership
and
provided
with
other
leadership
theories.
In
this
respect,
Heck
and
Hallinger
[3]
stated
that
this
emerged
in
the
United
States
as
a
reaction
to
perceived
limitations
in
educational
leadership.
In
addition,
these
authors
explain
that
LfL
focuses
on
learning,
teaching,
school
programs
and
on
ensuring
that
all
education
levels
function
to
facilitate
students’
learning.
Although
leadership
exercised
at
schools
is
affected
by
several
disciplines,
the
job
of
a
teacher
in
the
classroom
led
to
the
development
of
educational
leadership
as
a
key
answer
to
face
current
challenges
in
education.
Leadership
assumed
by
teachers
requires
the
contribution
of
competences
inherent
to
effective
leadership
that
enables
the
strengthening
of
meaningful
learning
by
students,
instigating
change,
innovation
on
educational
institutions,
and
above
all
the
promotion
of
work
teams
that
make
consistency,
point
of
view
coherence,
motivations,
and
commitment
of
its
participants
possible
[4].
183
Ponce et al.
Educational leadership of teachers in the self-regulation learning process of university students.
In
addition,
educational
leadership
is
borrowed
from
other
styles
wherein
the
transformational
leadership
theory
emerged
focusing
on
followers’
self-esteem.
Leithwood
and
Sun
[5]
explained
that
some
leadership
models
such
as
service
and
strategic
ones
have
been
considered
promising
for
educational
leaders.
However,
the
authors
highlighted
that
these
models
were
limited
in
terms
of
tests
and
adjustment
to
specific
situations
of
the
school
context.
Therefore,
they
stated
that
the
transformational
leadership
theory
is
the
most
tested
and
applied
model.
According
to
Ninković
and
Knežević
[6],
transformational
leadership
is
focused
on
increasing
the
commitment
of
members
of
the
organization
to
reach
their
goals.
Within
the
context
of
higher
education,
this
aspect
is
perceived
in
a
teacher
capable
of
providing
guidance
and
accompaniment
to
the
students
during
their
training
process.
In
the
same
l
i
n
e
,
M
e
z
a
a
n
d
F
l
o
r
e
s
[
7
]
h
i
g
h
l
i
g
h
t
e
d
t
h
a
t
a
t
r
a
n
s
f
o
r
m
a
t
i
o
n
a
l
l
e
a
d
e
r
s
h
o
u
l
d
a
s
p
i
r
e
t
o
b
e
c
o
m
e
a
n
a
g
e
n
t
o
f
c
h
a
n
g
e
t
h
a
t
influences
students
to
reach
the
established
goals.
According
to
Leithwood
and
Sun
[5],
the
transformational
leader
should
foster
their
followers
in
aspects
related
to
interest
toward
continuous
achievement
and
training.
A
leader
also
encourages
them
to
go
beyond
work
toward
the
common
good.
This
leader
is
charismatic,
intellectually
encourages
followers,
and
provides
inspiration.
Additionally,
this
leader
is
characterized
by
showing
individual
consideration
and
being
psychologically
tolerant.
This
leadership
theory
states
the
following:
A
relatively
small
number
of
leadership
behaviors
or
practices
are
capable
of
increasing
commitment
and
effort
in
the
members
of
the
organization
toward
achieving
the
objectives
of
this
organization.
Values
and
aspirations
of
the
leader
and
the
followers
are
reinforced
by
these
practices
[5].
B.
Learning
Self-regulation
Z
i
m
m
e
r
m
a
n
e
x
p
l
a
i
n
e
d
t
h
a
t
S
R
L
r
e
f
e
r
s
t
o
t
h
e
“
s
e
l
f
-
d
i
r
e
c
t
i
v
e
p
r
o
c
e
s
s
e
s
a
n
d
s
e
l
f
-
b
e
l
i
e
f
s
t
h
a
t
e
n
a
b
l
e
l
e
a
r
n
e
r
s
t
o
t
r
a
n
s
f
o
r
m
their
mental
abilities,
such
as
verbal
aptitude,
into
an
academic
performance
skill,
such
as
writing”
[8].
According
to
Rosário
et
al.
[9],
SRL
is
defined
as
a
process
that
is
active,
controlled,
and
monitored
according
to
the
goals
that
guide
learning.
Thus,
SRL
becomes
a
predictive
factor
in
academic
achievement
[10].
Considering
the
definitions
provided
in
other
studies
such
as
Boekaerts
et
al.
[11],
a
wider
concept
of
SRL
defines
it
as
a
set
of
strategies
that
students
use
to
reach
their
academic
objectives,
which
are
related
to
controlling
aspects
such
as
behavior,
motivation,
cognition,
and
emotions.
In
a
research
focusing
on
objective
guidance,
three
main
aspects
were
identified:
learning,
performance,
and
avoidance.
Panadero
and
Tapia
[12]
explain
that
self-regulation
has
been
historically
shaped
as
a
process
wherein
students
use
several
positive
strategies
that
facilitate
their
learning.
However,
they
stated
that
there
are
students
who
can
hamper
their
learning
by
using
detrimental
strategies
such
as
pretending
to
be
ill
or
cheating
during
exams.
Therefore,
it
is
essential
to
promote
learning
spaces
wherein
the
students
feel
safe
and
can
achieve
their
academic
objectives.
Here
is
where
the
role
of
teachers
is
crucial
because
they
help
create
safe
learning
spaces,
thus
facilitating
SRL
[13].
According
to
Panadero
and
Tapia
[12],
Zimmerman’s
SRL
model
is
one
of
the
most
complete
models;
however,
they
disagree
with
some
aspects,
for
example,
they
mention
that
some
processes
are
not
included
in
this
model.
Additionally,
they
noted
that
the
phases
are
not
properly
defined,
and
finally,
they
mentioned
the
absence
of
several
emotional
aspects
that
are
included
in
the
Kuhl
model.
184
Ponce et al. E
ducational leadership of teachers in the self-regulation learning process of university students.
IIn
addition,
within
the
process
of
learning,
self-regulation
awareness
emerges
as
a
fundamental
characteristic
from
the
emotional,
cognitive,
and
behavioral
aspects
[14].
The
concept
of
self-efficacy
then
emerges,
which
is
coined
by
Bandura
[15],
and
explains
one
of
the
driving
forces
to
perform
tasks
successfully.
When
defining
it,
the
author
presents
it
as
perceived
self-efficacy,
which
is
a
person’s
belief
regarding
his
or
her
own
ability
to
organize
and
perform
all
necessary
actions
to
achieve
the
set
objectives.
In
Covarrubias
et
al.’s
words,
this
aspect
refers
to
an
ability
inherent
to
all
human
beings
to
judge
in
terms
of
skills
and
the
performance
required
by
the
environment
where
they
are
developed.
The
relationship
between
self-efficacy
and
self-regulation
results
in
maintaining
a
student’s
commitment
and
learning.
A
higher
level
of
self-efficacy
perception,
such
as
trust
in
abilities,
enables
individuals
to
choose
difficult
challenges,
persist
despite
of
difficulties,
and
seek
learning
strategies
to
face
frustrating
situations.
A
c
c
o
r
d
i
n
g
t
o
B
a
n
d
u
r
a
,
s
e
l
f
-
e
f
f
i
c
a
c
y
a
s
s
e
s
s
m
e
n
t
i
s
c
o
n
d
u
c
t
e
d
t
h
r
o
u
g
h
d
i
f
f
e
r
e
n
t
l
e
v
e
l
s
o
f
p
e
r
f
o
r
m
a
n
c
e
t
h
a
t
e
a
c
h
p
e
r
s
o
n
believes
they
can
reach.
Within
the
context
of
higher
education,
the
use
of
SRL
strategies
is
fundamental
for
students
to
have
control
over
the
management
and
monitoring
of
their
academic
goals
According
to
Cazan
there
is
a
close
relationship
between
inappropriate
academic
development
and
failure
in
the
use
of
SRL
strategies.
Therefore,
this
factor
is
considered
a
variable
to
prevent
academic
failure.
As
previously
mentioned,
students
that
self-regulate
their
learning
use
SRL
strategies.
Moreover,
one
of
the
objectives
set
by
educational
institutions
is
to
have
first-year
programs
that
include
SRL
strategies
and
complement
the
transition
from
middle
to
higher
education.
An
example
of
this
is
evidenced
in
the
results
of
Acosta
et
al.
research
in
which
an
agroecological
engineering
student
managed
to
make
scientific
contributions
thanks
to
his
self-regulation
process.
These
students
manage
to
balance
their
learning
with
activities
inherent
to
their
lives
[8].
Although
being
self-regulated
is
a
characteristic
of
each
individual,
it
is
not
a
natural
characteristic.
In
fact,
learning
self-regulation
involves
self-awareness,
self-motivation,
and
behavioral
skills.
I
I
.
M
e
t
h
o
d
o
l
o
g
y
The
research
was
performed
in
the
Social
Communication
and
Journalism
Program
conducted
in
the
municipality
of
Zipaquirá,
Colombia.
To
do
so,
a
quantitative
nonexperimental
methodology
was
applied
following
a
cross-sectional
causal
correlational
design,
as
the
relationship
between
the
two
variables
was
analyzed
at
a
specific
point
in
time.
The
study
sample
was
divided
in
two
groups.
Group
1
constituted
seven
teachers
(six
male
and
one
female)
who
were
in
charge
of
teaching
the
seven
courses
in
the
first
semester
of
2020.
From
the
initial
sample,
five
teachers
participated.
In
Group
2,
intentional
sampling
was
used
to
select
19
students
attending
the
first
semester
of
the
study
program
during
the
same
period,
from
which
11
individuals
participated.
The
instrument
Multifactor
Leadership
Questionnaire
(MLQ)
5X
Form
was
applied
to
Group
1,
that
instrument
obtained
a
reliability
index
of
0.97
using
Cronbach's
Alpha
correlation
coefficient.
The
Motivated
Strategies
for
Learning
Questionnaire
(MSLQ)
was
applied
to
the
second
group
and
their
reliability
index
of
0.85
using
Cronbach's
Alpha
correlation
coefficient
and
was
translated
from
English
to
Spanish
and
vice
versa
by
Sabogal,
Barraza,
Hernández
y
Zapata.
185
Ponce et al.
Educational leadership of teachers in the self-regulation learning process of university students.
III.Results
The
data
collected
through
the
Motivated
Strategies
for
Learning
Questionnaire
Short
Form
(MSLQ-SF)
and
the
MLQ
5X
Short
[24]
were
analyzed
in
Excel
with
descriptive
statistic.
Finally,
the
chi-square
test
was
applied
to
assess
the
possible
relationship
between
the
two
variables.
The
self-regulation
strategies
used
by
the
group
of
students
will
be
described
first
and
the
leadership
styles
developed
by
the
teachers
will
be
described
second.
The
results
obtained
in
the
MSLQ-SF
demonstrated
which
cognitive
and
metacognitive
strategies
were
used
in
Group
2.
In
this
sense,
the
analysis
was
performed
considering
the
trial
subscales,
production,
organization,
critical
thinking,
a
n
d
m
e
t
a
c
o
g
n
i
t
i
o
n
r
e
g
u
l
a
t
i
o
n
.
B
a
s
e
d
o
n
t
h
e
a
b
o
v
e
m
e
n
t
i
o
n
e
d
i
n
f
o
r
m
a
t
i
o
n
,
i
t
w
a
s
c
o
n
c
l
u
d
e
d
t
h
a
t
t
h
e
m
o
s
t
u
s
e
d
strategies
were
metacognition
regulation,
followed
by
trial
subscale
and
production,
while
the
organization
and
critical
t
h
i
n
k
i
n
g
s
t
r
a
t
e
g
i
e
s
p
r
e
s
e
n
t
e
d
a
s
i
m
i
l
a
r
c
h
a
r
a
c
t
e
r
i
s
t
i
c
.
Furthermore,
as
already
mentioned,
the
MLQ
5X
Form
was
applied
to
Group
1.
The
results
showed
that
this
group
has
a
marked
tendency
toward
transformational
leadership.
However,
behaviors
and
attitudes
complementing
this
style
such
as
those
related
to
transactional
and
corrective
avoidant
leadership
were
found.
The
following
two
hypotheses
were
formulated
to
determine
whether
the
leadership
styles
developed
by
teachers
contribute
to
strategies
of
learning
self-regulation
in
students
attending
the
first
semester
of
the
Social
Communication
and
Journalism
Program
at
a
higher
education
institution
in
the
municipality
of
Zipaquirá,
Colombia:
Null
hypothesis
(H0):
There
is
no
significant
relationship
between
the
leadership
styles
developed
by
the
teacher
and
the
learning
self-regulation
strategies
of
students
attending
the
first
semester
of
the
Social
Communication
and
J
o
u
r
n
a
l
i
s
m
P
r
o
g
r
a
m
a
t
a
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
i
n
t
h
e
m
u
n
i
c
i
p
a
l
i
t
y
o
f
Z
i
p
a
q
u
i
r
á
,
C
o
l
o
m
b
i
a
.
Alternative
hypothesis
(Ha):
There
is
a
significant
relationship
between
the
leadership
styles
developed
by
the
teacher
and
the
learning
self-regulation
strategies
of
students
attending
their
first
semester
of
the
Social
Communication
and
Journalism
Program
at
a
higher
education
institution
of
the
Zipaquirá
municipality,
Colombia.
Table
1.
self-regulation
knowledge
strategies
students
186
Ponce et al.
Educational leadership of teachers in the self-regulation learning process of university students.
The
chi-square
statistic
test
is
used
to
assess
hypotheses
regarding
the
relationship
between
two
categorical
variables.
Thus,
its
verification
will
be
explained
in
the
following
order
with
p-value
0,99999984
and
0,05
significance:
variable
of
learning
self-regulation
strategies
in
students
and
variable
of
leadership
styles
in
teachers.
Excel
was
used
for
this
verification
process.
Table
2.
Cognitive
and
metacognitive
strategies
professors.
According
to
the
results
obtained
through
the
hypothesis
confirmation,
it
was
identified
that
the
calculated
chi-square
is
higher
than
the
chi-square
of
the
chi-square
distribution
table.
Therefore,
the
H0
is
rejected,
and
the
Ha
is
accepted.
T
h
e
e
x
i
s
t
e
n
c
e
o
r
n
o
n
e
x
i
s
t
e
n
c
e
o
f
a
s
i
g
n
i
f
i
c
a
n
t
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
t
h
e
v
a
r
i
a
b
l
e
s
o
f
l
e
a
r
n
i
n
g
s
e
l
f
-
r
e
g
u
l
a
t
i
o
n
i
n
s
t
u
d
e
n
t
s
a
n
d
l
e
a
d
e
r
s
h
i
p
s
t
y
l
e
s
d
e
v
e
l
o
p
e
d
b
y
t
e
a
c
h
e
r
s
w
e
r
e
s
o
u
g
h
t
t
o
b
e
p
r
o
v
e
n
b
y
m
e
a
n
s
o
f
t
h
i
s
t
e
s
t
.
I
t
w
a
s
c
o
n
c
l
u
d
e
d
t
h
a
t
there
is
no
significant
relationship
between
the
two
variables.
Conclusions
Empirical
evidence
is
found
on
the
influence
of
the
teacher–student
relationship
when
referring
to
academic
performance
and
the
effect
that
multiple
external
and
internal
factors
produce
leading
to
success
or
failure.
In
addition,
empirical
evidence
is
found
on
the
importance
of
knowing
students’
learning
styles
and
on
how
the
teacher
leadership
styles
intercede
in
the
learning
environment.
Although
a
significant
relationship
between
the
two
variables
could
not
be
statistically
proven
in
this
study,
the
findings
in
each
one
was
used
to
establish
an
assessment
(1)
on
how
each
teacher
perceives
him
or
herself
as
educational
leader,
the
extent
of
the
role,
and
the
effects
produced
on
students
and
(2)
the
understanding
of
their
strengths
and
weaknesses
in
self-learning.
There
is
a
strong
difference
between
the
perceptions
the
participants
have
in
contrast
to
the
leadership
styles
that
each
one
develops
in
his
or
her
role
as
a
teacher,
as
can
be
observed
in
the
results
obtained
in
the
variable
on
leadership
styles.
According
to
the
results,
transformational
leadership
is
the
most
common,
followed
by
transactional
and
corrective
avoidant
leadership.
Thus,
these
findings
confirm
that
there
is
no
specific
recipe
for
effective
leadership
in
education
or
at
least
in
the
academic
scenario
considered
in
this
study.
However,
these
findings
identify
the
strong
aspects
of
Group
1.
These
circumstances
will
thus
be
the
contributing
factors
when
deciding
on
training,
courses,
or
certification
programs
that
teachers
undertake.
187
Ponce et al.
Educational leadership of teachers in the self-regulation learning process of university students.
Another
aspect
considered
from
these
results
is
the
association
between
the
teacher
leadership
style
and
the
teaching
style
deeply
rooted
in
each
teacher.
A
teacher
that
perceives
him
or
herself
as
an
agent
of
change
and
who
can
influence
the
academic
improvement
of
his
or
her
students,
both
being
aspects
limited
to
transformational
leadership,
is
more
prone
to
adapt
his
or
her
methodology
and
instructions
according
to
the
group
and
individual
learning
needs.
Therefore,
knowing
the
leadership
styles
of
a
teacher
would
serve
him
or
her,
the
academic
program
and
the
institution
as
a
compass
through
the
teaching
and
learning
processes.
In
this
aspect
and
based
on
this
scenario,
it
is
clear
that
teachers
have
the
final
word
on
deciding
whether
to
modify
their
teaching
styles
to
effectively
have
an
impact
on
students’
learning.
In
other
words,
and
according
to
the
popular
expression,
this
would
be
a
win–
win
situation,
as
when
perceiving
improvements
on
academic
performance,
the
decision
of
adjusting
a
teacher’s
style
w
o
u
l
d
b
e
m
a
d
e
w
i
t
h
a
h
i
g
h
e
r
d
e
g
r
e
e
o
f
c
e
r
t
a
i
n
t
y
.
T
h
e
d
i
s
c
u
s
s
i
o
n
o
n
t
h
e
r
e
s
u
l
t
s
o
b
t
a
i
n
e
d
i
n
r
e
l
a
t
i
o
n
t
o
c
o
g
n
i
t
i
v
e
a
n
d
m
e
t
a
c
o
g
n
i
t
i
v
e
s
t
r
a
t
e
g
i
e
s
f
o
r
l
e
a
r
n
i
n
g
s
e
l
f
-
r
e
g
u
l
a
t
i
o
n
starts
with
the
following
question:
Where
is
the
value
of
these
results
for
the
academic
community?
The
answer
to
this
is
accurate;
they
mark
the
starting
point
for
the
path
to
academic
improvement.
If
leadership
styles
work
as
a
compass,
then
knowing
how
students
learn
establishes
the
path.
This
study
was
applied
to
Group
2
during
their
first
semester,
which
is
the
perfect
time
to
establish
a
path
that
can
have
an
impact
on
their
academic
training
and
adjust
the
learning
environment.
The
abovementioned
aspect
was
used
to
understand
which
cognitive
and
metacognitive
self-regulation
strategies
the
participants
use
and
how
much
they
use
them
when
learning.
First,
the
results
showed
that
there
is
a
general
average
use
of
trial
production,
organization,
critical
thinking,
and
metacognition
regulation
strategies.
This
finding
is
valuable
to
prove
that
there
is,
in
fact,
learning
self-regulation.
I
n
t
h
i
s
s
e
n
s
e
,
a
n
o
t
h
e
r
f
i
n
d
i
n
g
t
h
a
t
w
o
u
l
d
c
o
n
t
r
i
b
u
t
e
t
o
t
h
e
i
m
p
r
o
v
e
m
e
n
t
o
f
a
c
a
d
e
m
i
c
p
e
r
f
o
r
m
a
n
c
e
a
n
d
p
r
o
b
a
b
l
y
t
o
s
t
r
e
n
g
t
h
e
n
c
o
m
p
e
t
e
n
c
e
s
r
e
l
a
t
e
d
t
o
s
e
l
f
-
e
m
p
l
o
y
m
e
n
t
i
s
t
h
e
r
e
s
u
l
t
s
o
f
t
h
e
c
r
i
t
i
c
a
l
t
h
i
n
k
i
n
g
s
u
b
s
c
a
l
e
.
A
l
t
h
o
u
g
h
t
h
e
scores
obtained
are
within
the
mean,
its
usage
can
be
increased
inside
and
outside
the
classroom.
This
strategy
allows
students
to
apply
prior
knowledge
to
new
situations
for
the
purposes
of
solving
problems
or
making
decisions.
In
Group
1
that
participated
in
this
study,
the
characteristics
related
to
transformational
leadership
were
most
common
in
contrast
to
the
other
two
styles.
In
particular,
the
transformational
leadership
style
has
very
specific
characteristics
that
foster
teaching
and
learning.
These
characteristics
have
been
widely
studied
by
Leithwood
and
Sun
[5],
thus
stating
that
this
is
an
inspiring
and
charismatic
style
wherein
interest
toward
achievement
is
exhibited.
These
characteristics
were
shown
when
analyzing
the
data
collected
through
the
MLQ
5X
Form
instrument
wherein
five
teachers
stated
they
have
mostly
developed
these
practices.
In
addition,
González
(2008)
explained
that
there
are
higher
chances
of
accepting
mistakes
and
listening
and
communicating
when
a
teacher
exhibits
these
transformational
behaviors.
In
turn,
Hallinger
claimed
that
there
is
no
accurate
formula
for
transformational
leadership
style
to
apply
on
schools.
However,
at
the
same
time,
he
asserted
that
leadership
strategies
should
be
developed
considering
the
schools’
needs.
Then,
what
are
these
needs
in
the
academic
scenario
that
is
the
focus
of
this
study?
According
to
the
evidence
found
with
the
MSLQ-SF
instrument,
an
identified
need
is
to
increase
the
use
of
cognitive
and
metacognitive
strategies
in
students,
which
was
shown
on
the
average
of
such
strategies.
Although
these
scores
prove
that
participants
do
self-
regulate
their
learning,
its
usage
can
be
increased
from
the
classrooms.
Paris
et
al.
[13]
contributed
to
this
aspect
by
claiming
that
the
promotion
of
learning
environments
in
which
students
feel
safe
and
are
capable
of
achieving
academic
goals
is
needed.
Here,
the
role
of
the
teacher
is
important
to
foster
these
environments.
188
Ponce et al.
Educational leadership of teachers in the self-regulation learning process of university students.
Another
aspect
limited
to
the
study
findings
is
related
to
the
cognitive
and
metacognitive
strategies
found
in
the
SRL
performance
phase.
According
to
Zimmerman
[1],
it
is
vital
for
students
to
be
concentrated
in
this
phase
and
make
the
correct
use
of
the
strategies
considering
two
objectives:
(1)
maintain
motivation
levels
and
(2)
monitor
the
development
of
activities.
The
value
of
the
evaluation
criteria
provided
by
the
teacher
is
important
here.
If
the
students
ignore
these
criteria,
then
they
would
not
be
able
to
compare
what
they
are
doing
to
what
has
been
requested
for
an
assignment.
In
addition,
Panadero
and
Tapia
[14]
claimed
that
during
this
phase
when
the
assignment
is
performed,
students
find
it
difficult
to
remain
focused
and
interested.
After
analyzing
and
interpreting
the
results
from
both
variables
in
the
study,
the
most
challenging
implication
within
the
context
of
this
study
is
to
focus
the
teaching
and
learning
processes
on
the
student.
In
the
same
manner,
university
teaching
requires
the
promotion
of
comprehensive
student
training,
as
stated
by
P
é
r
e
z
e
t
a
l
.
w
h
o
c
l
a
i
m
e
d
t
h
a
t
t
h
e
t
e
a
c
h
e
r
–
s
t
u
d
e
n
t
r
e
l
a
t
i
o
n
s
h
i
p
i
n
t
h
e
t
e
a
c
h
i
n
g
a
n
d
l
e
a
r
n
i
n
g
p
r
o
c
e
s
s
e
s
e
n
a
b
l
e
s
comprehensive
development.
Thus,
this
development
should
be
SRL
related
to
autonomous
learning
it
should
become
the
competence
of
learning
to
learn.
This
competence
goes
beyond
students’
professional
training
and
enables
a
style
of
teaching
in
accordance
with
the
group
and
individual
learning
needs.
The
role
of
the
teacher
would
assume
an
effective
school
leadership,
and
transformational
leadership
style
would
focus
on
the
teacher–student
relationship.
In
this
sense,
the
implications
of
this
study
would
obey
to
changes
in
the
traditional
practices
in
higher
education
such
as
the
use
and
application
of
evaluation
rubrics,
effective
feedback,
and
collective
construction
of
knowledge
through
strategies
based
on
students’
learning
styles.
The
study
results
were
limited
to
Groups
1
and
2,
that
is,
the
group
of
students
and
teachers
who
were
a
part
of
the
f
i
r
s
t
s
e
m
e
s
t
e
r
o
f
t
h
e
S
o
c
i
a
l
C
o
m
m
u
n
i
c
a
t
i
o
n
a
n
d
J
o
u
r
n
a
l
i
s
m
P
r
o
g
r
a
m
a
t
a
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
i
n
t
h
e
m
u
n
i
c
i
p
a
l
i
t
y
o
f
Z
i
p
a
q
u
i
r
á
,
C
o
l
o
m
b
i
a
.
I
n
a
d
d
i
t
i
o
n
,
t
h
e
f
a
c
t
t
h
a
t
n
o
s
i
g
n
i
f
i
c
a
n
t
r
e
l
a
t
i
o
n
s
h
i
p
w
a
s
s
t
a
t
i
s
t
i
c
a
l
l
y
p
r
o
v
e
n
between
the
two
variables
impeded
highlighting
whether
influence
is
present.
However,
the
results
obtained
through
the
instruments
enabled
further
inquiry
into
the
current
situation
of
the
variables
at
a
specific
point
in
time.
This
factor
suggests
that,
having
no
evidence
of
the
existence
of
a
relationship,
the
variables’
behavior
detected
in
the
instruments
confirmed
the
criteria
previously
determined
by
the
specialized
literature.
Such
is
the
case
of
the
transformational
leadership
style
in
education
and
the
importance
of
learning
self-regulation
in
students.
In
this
sense,
the
results
herein
presented
could
not
be
extrapolated
to
other
populations,
and
the
same
instruments
cannot
be
applied
to
the
same
samplings
through
a
different
academic
period,
as
the
variables’
characteristics
can
change
over
time.
189
Ponce et al.
Educational leadership of teachers in the self-regulation learning process of university students.
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Educational leadership of teachers in the self-regulation learning process of university students.
Los
autores:
Elena
Ponce
Martínez
https://orcid.org/0000-0002-8645-9431
elena.ponce@upb.edu.co
Universidad
Pontificia
Bolivariana
Montería,
Colombia
Daniel
Acosta
Leal
h
t
t
p
s
:
/
/
o
r
c
i
d
.
o
r
g
/
0
0
0
0
-
0
0
0
2
-
6
1
3
5
-
7
4
3
9
Daniel.acosta@uniminuto.edu
C
o
r
p
o
r
a
c
i
ó
n
U
n
i
v
e
r
s
i
t
a
r
i
a
M
i
n
u
t
o
d
e
D
i
o
s
-
U
N
I
M
I
N
U
T
O
Zipaquirá,
Colombia
191
Ponce et al. E
ducational leadership of teachers in the self-regulation learning process of university students.