Evidencia de Validez y Confiabilidad de una Escala para Evaluar el Liderazgo Digital en Directores de Educación Básica Regular en el Contexto Peruano

• Alvaro Augusto Masias-Salvatierra ^[1] ; Elizabeth Emperatriz García-Salirrosas ^[3] ; Luis Alberto Geraldo-Campos ^[2] ; Gladys Toyohama ^[1]
  1. [1] Universidad Peruana Unión

     Universidad Peruana Unión

     Perú

     
  2. [2] Universidad Tecnológica del Perú

     Universidad Tecnológica del Perú

     Perú

     
  3. [3] Facultad de Ciencias de Gestión, Universidad Autónoma del Perú, Lima 15842, Perú.

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• Localización: RISTI: Revista Ibérica de Sistemas e Tecnologias de Informação, ISSN-e 1646-9895, Nº. Extra 72, 2024, págs. 418-432
• Idioma: español
• Títulos paralelos:
  • Evidence of Validity and Reliability of a Scale to Assess Digital Leadership in Regular Basic Education Principals in the Peruvian Context
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El objetivo de este estudio fue adaptar y validar psicométricamente una escala de liderazgo digital para evaluar a directores de educación básica regular en el Perú desde la perspectiva de los docentes. Se seleccionó una muestra aleatoria de 481 docentes de una población de 1644 pertenecientes a la red educativa adventista peruana. Se aplicó un diseño instrumental de validación psicométrica, que incluyó análisis descriptivos, análisis factorial exploratorio (AFE), análisis factorial confirmatorio (AFC), evaluación de confiabilidad y validez convergente y discriminante, se confirmó una estructura de cinco factores y 19 ítems. Los resultados proporcionan evidencia inicial de propiedades psicométricas sólidas de la escala adaptada para evaluar el liderazgo digital directivo. Este trabajo sienta un precedente para el avance del conocimiento y la práctica sobre el rol central del liderazgo en la integración de tecnologías digitales en la educación peruana.

  • English

    The objective of this study was to adapt and psychometrically validate a digital leadership scale to assess regular basic education principals in Peru from the teachers’ perspective. A random sample of 481 teachers was selected from a population of 1,644 belonging to the Peruvian Adventist educational network. An instrumental psychometric validation design was applied, which included descriptive analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and an evaluation of reliability, convergent validity, and discriminant validity. A five-factor and 19-item structure was confirmed. The results provide initial evidence of strong psychometric properties of the adapted scale for assessing principals’ digital leadership. This work sets a precedent for advancing knowledge and practice regarding the central role of leadership in the integration of digital technologies in Peruvian education.

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