This research had as objective to describe the influence of transformational leadership on the teaching performance at the Pre-University Center of the Universidad Nacional del Centro del Perú (Cepre-UNCP, by its acronym in Spanish). It was used the methodology of scientific research, whose specifications are: basic type, descriptive-correlational level and non-experimental transversal design. The sample was composed of 50 teachers from the Cepre-UNCP, who were administered a questionnaire survey. The results obtained indicate that the influence of transformational leadership on the teaching performance at the Cepre-UNCP is significant. This is because the value of the continuity correction is 45 and the p-value is 0.00, less than 0.05, so we reject the null hypothesis and accept the research hypothesis in the sense that transformational leadership significantly influences the performan...

This research had as objective to describe the influence of transformational leadership on the teaching performance at the Pre-University Center of the Universidad Nacional del Centro del Perú (Cepre-UNCP, by its acronym in Spanish). It was used the methodology of scientific research, whose specifications are: basic type, descriptive-correlational level and non-experimental transversal design. The sample was composed of 50 teachers from the Cepre-UNCP, who were administered a questionnaire survey. The results obtained indicate that the influence of transformational leadership on the teaching performance at the Cepre-UNCP is significant. This is because the value of the continuity correction is 45 and the p-value is 0.00, less than 0.05, so we reject the null hypothesis and accept the research hypothesis in the sense that transformational leadership significantly influences the performan...

La tesis titulada “LIDERAZGO TRANSFORMACIONAL Y DESEMPEÑO DOCENTE EN EL CEPRE DE LA UNIVERSIDAD NACIONAL DEL CENTRO DEL PERÚ, 2015” tiene como propósito Describir la influencia que tiene el liderazgo transformacional en el desempeño docente en el CEPRE de la Universidad Nacional del Centro del Perú, 2015. Se ha utilizado la metodología de la investigación científica, cuyas especificaciones son: tipo: básico, nivel: descriptivo – correlacional, método: científico, y diseño: no experimental estudio transversal. La muestra está compuesta por 50 docentes del CEPRE-UNCP a quienes se les administró un cuestionario de encuesta. El resultado de la investigación es: La influencia que tiene el liderazgo transformacional en el desempeño docente en el CEPRE de la Universidad Nacional del Centro del Perú, 2015 es significativo. Esto es así porque el valor de la corrección por...

This research had as objective to describe the influence of transformational leadership on the teaching performance at the Pre-University Center of the Universidad Nacional del Centro del Perú (Cepre-UNCP, by its acronym in Spanish). It was used the methodology of scientific research, whose specifications are: basic type, descriptive-correlational level and non-experimental transversal design. The sample was composed of 50 teachers from the Cepre-UNCP, who were administered a questionnaire survey. The results obtained indicate that the influence of transformational leadership on the teaching performance at the Cepre-UNCP is significant. This is because the value of the continuity correction is 45 and the p-value is 0.00, less than 0.05, so we reject the null hypothesis and accept the research hypothesis in the sense that transformational leadership significantly influences the performan...

El objetivo de este trabajo fue determinar el nivel de relación que tienen las expectativas y la valoración del pensamiento crítico de los estudiantes de ingeniería de la Universidad Continental. Para cumplir con este propósito se ha seleccionado una muestra de 168 estudiantes de ingeniería de la Universidad Continental; quienes participaron en una encuesta, haciendo uso de la Escala Motivacional de Pensamiento Crítico. Los resultados muestran respecto a las expectativas del pensamiento crítico según edad, que los pertenecientes al grupo etario de 18 a 23 años tienen una alta expectativa sobre el desarrollo de su pensamiento crítico; y sólo 7 de los encuestados manifiestas tener una baja expectativa; asimismo respecto a la valoración del pensamiento crítico según edad, tienen una alta valoración sobre el desarrollo de su pensamiento crítico un total de 165 estudiantes; y...