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A personal leadership statement

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dc.contributor.advisorAguas Castillo, Pedro Pablo
dc.contributor.authorGuerra Carvajal, María Elisa
dc.contributor.authorCastro Quiñonez, Orlando Javier
dc.date.accessioned2025-01-17T16:42:02Z
dc.date.available2025-01-17T16:42:02Z
dc.date.issued2024-12-22
dc.description.abstractThrough the years, leadership and empowerment have been an essential matter for embracing courage and confidence to act for the benefit of a community. Successful leadership requires guiding others based on solid moral principles that extend beyond reaching academic objectives. This paper aims to explore and understand how teacher leaders implement trustworthiness, values, and ethical principles cultivating common moralities and aspirations. Through this statement, this article examines fundamental concepts and underlying assumptions, about leadership and moral leadership, highlighting the critical role of empowering leaders to shape the future effectively. Schools should prioritize creating an environment that encourages participants to actively engage in their growth and problem-solving processes. Thus, the plan is culminating learning task of a Moral Leadership and Innovation course. For that reason, the moral leadership perspective promotes leading others with ethical principles, integrity, and mutual respect, fostering both personal development and shared achievements.eng
dc.description.degreelevelPregrado
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglés
dc.description.modalityTrabajos de Investigación y/o Extensión
dc.format.mimetypeapplication/pdf
dc.identifier.instnameUniversidad de Córdoba
dc.identifier.reponameRepositorio Universidad de Córdoba
dc.identifier.repourlhttps://repositorio.unicordoba.edu.co/home
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/8874
dc.language.isoeng
dc.publisherUniversidad de Córdoba
dc.publisher.facultyFacultad de Educación y Ciencias Humanas
dc.publisher.placeMontería, Córdoba, Colombia
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglés
dc.relation.referencesChuan-Chung, H., Chen-Ya, L., & Hui-Chieh, L. (2024). Structural relationships between student-perceived teacher authentic leadership, students’ state mindfulness and creative self-efficacy: Evidence from art students in Taiwan. KEDI Journal of Educational Policy, 21(1). 87-107. https://ezproxyucor.unicordoba.edu.co/login?url=https://www.proquest.com/schola rly-journals/structural-relationships-between-student/docview/3079805093/se-2
dc.relation.referencesDaft, R. L. (2008). The leadership experience. 4th Edition. Thomson Corporation, SouthWestern.
dc.relation.referencesde Mejía, A.-M. (2016). Teacher empowerment: A challenge for the twenty-first centure. HOW, 4(1), 10–16. https://www.howjournalcolombia.org/index.php/how/article/view/241
dc.relation.referencesDeng, H., Han, C., Hu, Y., Chen, S., Wang, C., & Liu, Y. (2022). Moral leadership and employee workplace incivility: The roles of moral tolerance and leader trustworthiness. Social Behavior and Personality: An international journal, 50(8). https://doi.org/10.2224/sbp.11785
dc.relation.referencesForsyth, P. (2006). How to motivate people: Chapter 8 Involvement and empowerment. Kogan Page Ltd, 118-123. https://www.proquest.com/docview/324949845/D64AB16158BB4290PQ/1?account id=137088&sourcetype=Books
dc.relation.referencesLurdes, G. N., & Coimbra, J. L. (2019). Evidence of the validity of the internal structure of the ethical, transformational, and moral leadership scale in an educational Portuguese context. Paideía, 29. https://doi.org/10.1590/1982-4327e2904
dc.relation.referencesMacLennan, J. (2008). Interpersonal communication for Canadians: an interdisciplinary approach: Chapter 10 Leadership as interpersonal communication. Oxford University Press, 210-231. https://ezproxyucor.unicordoba.edu.co/login?url=https://www.proquest.com/books/ chapter-10-leadership-as-interpersonal/docview/900317753/se2?accountid=137088
dc.relation.referencesSilva, A. (2016). What is leadership? Journal of Bussiness Studies Quarterly 8(1). https://ezproxyucor.unicordoba.edu.co/login?url=https://www.proquest.com/schola rly-journals/what-is-leadership/docview/1831706711/se-2?accountid=137088
dc.relation.referencesShort, P. M. (1994). Defining teacher empowerment. Education, 114(4), 488-493. link.gale.com/apps/doc/A16138677/AONE?u=anon~d3643864&sid=googleScholar &xid=8a8fe74c
dc.relation.referencesWeedman, M. (2018). Leadership and moral coherence. A Macintyrean critical hermeneutic approach to the social change model of leadership development. Johnson University ProQuest Dissertations & Theses. https://ezproxyucor.unicordoba.edu.co/login?url=https://www.proquest.com/dissertations-theses/leadership-moral-coherence-macintyreancritical/docview/2112305123/se-2?accountid=137088
dc.relation.referencesZepeda, S. J. Mayers, R. S. & Benson, B. (2013). Call to Teacher Leadership. Taylor & Francis Group. https://doi.org/10.4324/9781315852690
dc.rightsCopyright Universidad de Córdoba, 2025
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2
dc.rights.licenseAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.keywordsMoral leadershipeng
dc.subject.keywordsLeadershipeng
dc.subject.keywordsEmpowermenteng
dc.subject.keywordsTeacher leadershipeng
dc.subject.keywordsLeadership empowermenteng
dc.subject.proposalLiderazgospa
dc.subject.proposalEmpoderamientospa
dc.subject.proposalProfesoresspa
dc.subject.proposalMoralidad y valoresspa
dc.titleA personal leadership statementeng
dc.typeTrabajo de grado - Pregrado
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.contentText
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dspace.entity.typePublication
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