This research is part of a project led by the Catholic University of Santiago de Guayaquil (Ecuador) and the National Distance Education University - UNED (Spain) aiming at designing a teaching/professional competences training model for teachers. The purpose of this study is to assess the meaning of professional competences and their significance within teachers' teaching and training processes. Using the mixed methods approach, an ad hoc questionnaire was designed and given to discussion groups, achieving participation of more than a hundred teachers. Quantitative data analysis was carried out using the Logit model while Atlas ti 23 allowed analysis of the qualitative data. The results evidenced high scores in the competences evaluated, being leadership and research the lowest. In general, the teachers value, preferably, planning, communication, evaluation, methodology, digital, and tutoring competences, with a lower value among teachers ranging from 25 to 30 years old; those older than 55 stressed the importance of digital and innovation competences. Thus, it is recommended that training programs for teachers should focus on the set of related competences, especially on the digital competence, considering the challenges represented by investigation and pedagogical leadership.

INTRODUCTION. Recent research on the subject indicates that teacher’s leadership is a key element for the improvement of educational quality. To be considered as a true pedagogical leader, the teacher must have some features to define him as such. In this context, the objectives of this research try to identify the relevance of the dimensions that define a teacher as a true leader, as well as determine the importance of the different features that identify the affective or emotional dimension of the same. METHOD. In order to achieve these objectives, descriptive research has been carried out. In its development a quantitative methodology has been used, through the use of a specifically validated questionnaire with sufficient reliability which has been completed by the main stakeholders in the educational activity (n=1116): students, parents, teachers and members of management teams. RESULTS. In the results obtained, the high score given to the affective dimension of the pedagogical leadership of the teacher stands out, followed by the participative and formative dimensions, as well as the different features inherent to them. In both cases there is, in a statistically significant way, a lower assessment obtained from students in relation to the other sectors considered in the research. DISCUSSION. The research carried out demonstrates the importance of affective or emotional dimension of the teacher in the exercise of true pedagogical leadership. Within this dimension, the importance of the courteous and delicate treatment from the teacher towards all the members of the educational institution, as well as the recognition of their dignity as such individuals, stand out.

La literatura internacional destaca la importancia del liderazgo como un factor relevante para la mejora de la calidad educativa. Este liderazgo, en el contexto educativo, debe de ser eminentemente pedagógico y ejercerse más allá del equipo directivo de la propia institución educativa.Así, el liderazgo del profesorado emerge como elemento fundamental para la mejora de los procesos de enseñanza-aprendizaje. En este contexto, los objetivos de este estudio son explorar las dimensiones que definen a un docente como líder pedagógico y, a su vez, determinar la importancia de los elementos que configuran la dimensión formativa del liderazgo docente.Para ello, se lleva a cabo el presente estudio mediante una metodología cuantitativa y utilizando un cuestionario elaborado a tal efecto, en el que participan los principales agentes del hecho educativo (estudiantes, docentes y familias). La muestra (n=1196), no probabilística de tipo accidental, pertenece en su mayor parte a España (75%). Los resultados obtenidos destacan la importancia otorgada a las dimensiones afectiva, carismática, profesional, participativa y formativa del liderazgo del profesorado. En esta última, se acentúa la relevancia de la dedicación a la propia formación, el acopio de materiales para la misma y el impulso al perfeccionamiento continuo del resto de docentes de la institución. Estos resultados ponen de manifiesto que la formación, tanto inicial como continua, es un elemento clave en la práctica del liderazgo docente y, en consecuencia, para avanzar hacia la calidad educativa.

El objetivo de este trabajo es descubrir las dimensiones del mapa conformado por las competencias, las creencias y las buenas prácticas docentes consideradas relevantes para la construcción de un modelo de formación inicial de profesionales de Educación Infantil. Se ha diseñado y aplicado un cuestionario ad hoc basado en una amplia muestra y estudios previos realizados, así como grupos de discusión llevados a cabo con profesionales con amplia experiencia en la Educación Infantil y expertos en la formación inicial de docentes. Las competencias más valoradas han sido la comunicación, empatía y emocional, junto a las creencias de reconocimiento al valor y potencialidades de cada ser humano. Estas competencias y creencias, apoyadas por las buenas prácticas docentes, realizadas con metodologías innovadoras, junto a las relaciones que los docentes universitarios establecen con sus estudiantes, son de vital importancia, debiendo marcar los futuros modelos de formación del profesorado de esta etapa.

This paper analyzes the evidence of pedagogical leadership from the perspective of the main actors. The methodology was quantitative, through a cross-sectional study with a questionnaire. In this study, carried out in Spain, 2,184 participants evaluated the leadership of principals, directors of studies and teachers. The results, which are analyzed and discussed, show differences in the perceived evidence of leadership dimensions among actors, with higher scores for principals and directors of studies. Considering the type of the center, differences were found for the group of principals and teachers in some pedagogical leadership dimensions.

There is a growing importance of competences as an essential curricular element in higher education since they allow for the transfer of knowledge to diverse academic and professional contexts. For the foundation, taxonomy and classification of this study, we obtained ratings from 543 students at two prestigious Spanish universities. The different competences were grouped by management and planning, higher cognitive skills, quality management and innovation, expression and communication and knowledge acquisition. We evaluated the attitudes of university students regarding competences in a pedagogical design; it was expected that students valued the importance of competencies in pedagogical contexts and the skill in these competences. Students highlighted the importance of management and planning, higher cognitive skills, quality management and innovation, expression and communication, knowledge society and teamwork. A correlation analysis between the importance of and skill in the studied competences was also included. Obtained data detail the importance that students give to competences. The participants also detailed the deficiencies in their skill on most competences. The lack of correlation between importance and skill is detailed, as well as the importance of management and planning competences in curricular design in higher education.