Training inspiring educational leaders: comprehensive strategies for multidimensional leadership development
DOI:
https://doi.org/10.71068/gp000042Keywords:
educational leadership, comprehensive training, professional development, instructional leadership, collaborative leadership, educational innovationAbstract
Contemporary educational leadership requires personal, socio-emotional, communicative, pedagogical, collaborative, and strategic capacities that extend beyond resource administration. This study aimed to evaluate the contribution of comprehensive training strategies to the multidimensional development of leadership among administrators and teachers with leadership responsibilities. A quantitative approach was used, with a quasi-experimental pretest-posttest design and a comparison group, involving 120 participants equally distributed between intervention and comparison conditions. The instrument comprised 12 items rated on a five-point Likert scale. Internal consistency was high (α = .896), and content validity, estimated through Aiken's V, ranged from .90 to .96. At baseline, no statistically significant differences were identified between groups (p = .415). At posttest, the intervention group obtained M = 70.03 (SD = 9.09), compared with M = 61.40 (SD = 9.19) in the comparison group; Welch's test yielded t = 5.172, p < .001, and d = .944. Mean gain was 9.93 points for intervention and 2.50 for comparison, with t = 7.932, p < .001, and d = 1.448. Findings indicate a consistent difference associated with comprehensive training and support its usefulness for strengthening educational leadership. Nevertheless, the absence of random assignment requires caution when establishing causal relationships. Future studies should include longer follow-up periods, broader institutional samples, explicit implementation measures, and validated multidimensional instruments to determine whether the observed gains remain stable and which leadership components show the greatest change over time.
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