Directive leadership and its incidence on teacher organizational climate in a public university
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Abstract
Introduction. Organizational climate and directive leadership are critical determinants of institutional efficacy in Higher Education. Objective. To evaluate the incidence of directive leadership on the teaching organizational climate of an Ecuadorian public university, to identify the factors that promote teacher well-being. Methodology. A mixed approach with a non-experimental, cross-sectional design and relational scope was used. The sample included 140 teachers (quantitative) and 6 directors (qualitative). A 30-item survey (Cronbach's Alpha 0.83) and semi-structured interviews were used, processed through concurrent triangulation. Results. A direct correlation between the variables was identified. While 81.5% of teachers value institutional support and 90% highlight academic freedom, a relational discrepancy emerged: 14.3% perceive failures in conflict mediation and 12.9% demand greater symbolic recognition. Qualitatively, leadership is defined as democratic, but with transactional traits dependent on extrinsic incentives. Conclusion. Directive leadership acts as a shaping force of the climate. A transition from the democratic-transactional model towards a transformational approach is required to strengthen emotional management and human recognition to ensure organizational resilience. General Area of Study: Administration. Specific area of study: Educational Management and Organizational Behavior. Type of study: Original article.
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