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A personal leadership statement

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dc.contributor.advisorAguas Castillo, Pedro Pablospa
dc.contributor.authorGutiérrez Mendoza, Grendi Johanaspa
dc.contributor.authorRodríguez Gómez, Yeindy Isabelspa
dc.date.accessioned2023-02-17T17:56:29Z
dc.date.available2023-02-17T17:56:29Z
dc.date.issued2023-02-17
dc.description.abstractThe development of leadership abilities to guide quality education and inspire students to achieve higher performance has emerged as a main objective. Hence, to reach high achievements, it is necessary to conduct leadership in the academic field, specifically as teacher leaders. In this personal leadership statement, we reflected on the diverse concepts and our perception of what being a good leader means, our assumptions, empowerment, and implications for the future. The plan is to incorporate transformational leadership in future teaching practices taking into account the strategies and empowerment in learning proposed in the statement.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Educación Básica con Énfasis en Humanidades-Inglésspa
dc.description.modalityTrabajos de Investigación y/o Extensiónspa
dc.description.tableofcontentsIntroductionspa
dc.description.tableofcontentsOur assumptionsspa
dc.description.tableofcontentsLeadership empowerment and implications for the futurespa
dc.description.tableofcontentsConclusionspa
dc.description.tableofcontentsReferencesspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/7129
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2023spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsLeadershipeng
dc.subject.keywordsEmpowermenteng
dc.subject.keywordsTransformational leadershipeng
dc.subject.keywordsForeign language teachingeng
dc.subject.proposalLiderazgospa
dc.subject.proposalEmpoderamientospa
dc.subject.proposalLiderazgo transformacionalspa
dc.subject.proposalEnseñanza de lenguas extranjerasspa
dc.titleA personal leadership statementeng
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TPspa
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
dcterms.referencesBalyer, A., Ozcan K., & Yildiz, A. (2017). Teacher Empowerment: School Administrators Roles. Eurasian Journal of Educational Research. 70(1). https://www.researchgate.net/publication/318856484spa
dcterms.referencesBass, B, & Riggio, R. (2006). Transformational Leadership 2th ed. LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS.spa
dcterms.referencesConger, J, & Kanungo, R. (1988). The Empowerment Process: Integrating Theory and Practice. The Academy of Management Review. 13(3) 471–82. https://doi.org/10.2307/258093spa
dcterms.referencesDaft, R., & Lane, P. (2008). The leadership experience 4th ed. Thomson South-Western, 20- 2.spa
dcterms.referencesFox, S., Yair Amichai-Hamburger, & Edward A. Evans. (2001). The Power of Emotional Appeals in Promoting Organizational Change Programs [and Executive Commentary]. The Academy of Management Executive (1993-2005), 15(4), 84–95. http://www.jstor.org/stable/4165788spa
dcterms.referencesKlecker, B. J., & Loadman, W. E. (1998). Defining and measuring the dimensions of teacher empowerment in restructuring public schools. Education, 118(3), 358-371.spa
dspace.entity.typePublication
oaire.accessrightshttp://purl.org/coar/access_right/c_abf2spa
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaspa
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