Pedagogical leadership and prevention in teaching performance

Abstract

Objective: To diagnose the current state of pedagogical leadership regarding preventative work at the “Álvaro Reynoso Valdés” Agricultural Polytechnic Institute in Matanzas. Methods: A mixed-methods approach was used. Participants included all 23 first- and second-year professors (100%), the educational psychologist, the five general coordinators, and all members of the board of directors of the “Álvaro Reynoso Valdés” Agricultural Polytechnic Institute (IPA) in Matanzas. The operationalization of the variable was subjected to a one-round evaluation by expert judges. Document review was employed, as well as a questionnaire (using Google Forms) administered to 25 randomly selected students. Observation of teaching activities and in-depth interviews with professors, the educational psychologist, and the school administrators were also conducted. Results: The research variable was found to be affected. Of the 10 indicators, five are in the "in progress" category and three are identified as not achieved. Conclusions: Teachers require professional development and training in leadership and preventive practices, along with establishing synergies among educational influences and working based on evidence.