The purpose of the work consisted of verifying if the pedagogical leadership had any relationship with and the autonomous learning of the students of a school establishment in a district of Lima, a study carried out within the type of basic study with the purpose of increasing theoretical knowledge, to This was achieved through a non-experimental design in which 174 randomly selected students participated, in which two scaled instruments were applied to obtain data on student perceptions of the variables. From the analysis carried out, it was concluded that the purpose was fulfilled since the procedures carried out determined that the actions carried out by teachers in the classroom as leadership is related to the autonomous way that students currently carry out this as a result (Rho Spearman, 880 p .000 < .05) in addition to the establishment of a similar predominance in its componen...

The objective of this research was to determine the predominant learning strategy that is related to the development of the autonomy of students belonging to the seventh semester from a public educational institution in Lima. It was developed as a substantive research and with a quantitative approach. Its design was non-experimental and cross-sectional-correlational. The population consisted of 171 students, to whom two questionnaires were applied. The results showed that the information coding strategy has more weight on the development of the autonomy of the students in question. Likewise, it is a risk strategy that means that a student who does not manage it, he will always present low levels of autonomous learning.

Esta investigación tuvo como objetivo determinar la estrategia de aprendizaje predominante que se relaciona con el desarrollo de la autonomía de los estudiantes del VII ciclo de una institución educativa pública de Lima. Se desarrolló bajo el tipo sustantivo enmarcado y el enfoque cuantitativo. Su diseño fue no experimental y transversal correlacional. La población estuvo conformada por 171 estudiantes, a quienes se les aplicó dos cuestionarios. Los resultados demostraron que la estrategia de codificación de información ejerce mayor peso en el desarrollo de la autonomía de los estudiantes en cuestión. Así también, es una estrategia de riesgo que significa que un estudiante que no la maneje presentará siempre bajos niveles de aprendizaje autónomo.