Transformational leadership practices and their relationship with organizational climate at the Jean Piaget School

Abstract

Introduction. This research determined the relationship between transformational managerial leadership practices and organizational climate dimensions at the Jean Piaget Private Educational Unit. The problem lies in the persistence of a traditional management model that generates rigid communication channels, workload, and teacher dissatisfaction. Objective. To determine the relationship between managerial transformational leadership practices and organizational climate dimensions perceived by teachers. Methodology. A quantitative methodology, non-experimental design, cross-sectional cut, and correlational scope were used, applying a 15-item Likert questionnaire optimized through expert evaluation of relevance, clarity, and coherence, achieving solid internal consistency of the instrument. Results. Descriptive results showed means of 34.52 for leadership and 29.07 for work climate. Inferential analysis confirmed the existence of a direct positive association of extremely high intensity between both variables, demonstrating that strengthening managerial practices significantly impacts organizational climate improvement. However, item analysis identified three critical knots: ineffective conflict resolution (23.8%), dissatisfaction due to lack of incentives (28.4%), and discontent with comfort and infrastructure to mitigate stress (26.9%). Conclusion. An improvement proposal was designed based on three strategic axes: dialogic communication, recognition of merit, and socio-emotional well-being. It is concluded that participatory transformational leadership is decisive in increasing motivation, optimizing coexistence, and consolidating a healthy work environment in the institution. General Area of Study: Education. Specific area of study: Educational Management and Administration. Type of study: Original article.