Leadership leadership and teacher performance: Approach from the Ecuadorian legal field

Abstract

Nowadays, leadership in educational institutions possesses a broad empirical and theoretical basis that accredits it as a determining factor in teaching performance, it allows to face the changes caused by external factors to which they are subject to, and these are the laws and regulations that apply for the continuous improvement of the educational services provided to the community. The present work seeks to analyze the leadership and performance of teachers from educational institutions at the baccalaureate level from the Ecuadorian legal field to establish a theoretical construct that supports the effectiveness of institutional management and obtain educational quality according to the standards established by the Organic Law of Intercultural Education (LOEI) and the Ministry of Education. The methodology is qualitative supported by the documentary review of the legal basis on which the operation of educational institutions is governed and the role of the director as an institutional leader in charge of guiding, directing and controlling the activities that are developed internally, resulting in a direct relationship between the categories of analysis, indicating that the leadership exercised by the principal plays an important role in the level of performance of teachers in educational institutions in terms of motivation, communication and participation. In conclusion, it is obtained that Ecuadorian legislation places education as a right of the people and an inexcusable duty of the state to achieve a quality education system that contribute to the objectives that the country has set.