Factores de liderazgo docente que influyen en el desempeño estudiantil de la carrera de Contabilidad y Auditoría de la Universidad de Cuenca durante el periodo 2023-2024

Abstract

The study analyzed the examination of teaching leadership in student performance, with the overall goal of determining the teaching leadership elements that influence the academic success of the Accounting and Auditing Career at the University of Cuenca during the 2023-2024 period. The methodology used was a mixed type, comprising a descriptive and explanatory approach. A non-experimental inferential design was adopted, and the sample was a simple random sample of 283 Accounting and Auditing Career students. A survey was used to collect data, with a questionnaire as the tool. The Cronbach's Alpha coefficient was found to be 0.799. Regarding the results of the ordinal logistic regression model, a significance level of 0.000 was observed, lower than 0.05, demonstrating that teaching leadership has predictive power in student performance. The Pseudo R-squared test corroborated this assumption, with Cox and Snell's findings, as well as Nagelkerke's, being 0.084 and 0.095, showing that teacher leadership explains 8.4% and 9.5% of the variability in student performance, respectively. In conclusion, it was established that for each additional point on the teaching leadership scale, there is no probability that students can have good performance.