Predicción del capital intelectual basada en componentes del liderazgo del conocimiento desde la perspectiva de los docentes escolares

Palabras clave: liderazgo en conocimiento, capital intelectual, sistema educativo, escuelas, docentes escolares

Resumen

La presente investigación expone la relación entre el liderazgo del conocimiento y el capital intelectual en las escuelas. En cuanto a su finalidad es de tipo aplicada y descriptiva-correlacional. La población fueron todos los maestros de primaria de X, (n= 325 personas), de los cuales se seleccionó una muestra de 176 personas mediante un método de muestreo aleatorio simple basado en la tabla de tamaños de muestra de Morgan. Para medir la variable liderazgo en conocimiento se utilizó el cuestionario de Viitala (2004) y para el capital intelectual se utilizó el modelo de Bontis. La validez formal y de contenido de las herramientas se calculó mediante opiniones de expertos, y la confiabilidad obtenida mediante el método alfa de Cronbach para liderazgo en conocimiento y capital intelectual fue de 0,95 y 0,88, respectivamente. Para analizar los datos se utilizaron la prueba del coeficiente de correlación de Pearson, la T de una muestra y el análisis de regresión. Los resultados indican que el estado actual del liderazgo del conocimiento y el capital intelectual está por encima del promedio, y los componentes del liderazgo del conocimiento (tendencia a aprender, atmósfera de apoyo al aprendizaje y apoyo al proceso de aprendizaje individual y grupal) tienen un efecto positivo y significativo en relación con el capital intelectual; y entre los componentes del liderazgo en conocimiento, sólo el de tendencia a aprender es un predictor significativo del capital intelectual. Los resultados de esta investigación pueden utilizarse para desarrollar el capital humano de las organizaciones.

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Citas

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Publicado
2024-11-04
Cómo citar
Chepeleva , N., Smulson, M., Rudnytska, S., Shylovska, O., & Hutsol, K. (2024). Predicción del capital intelectual basada en componentes del liderazgo del conocimiento desde la perspectiva de los docentes escolares. Interacción Y Perspectiva, 15(1), 109-122. https://doi.org/10.5281/zenodo.14031191