Transformational leadership from the perspective of humanist pedagogy

Abstract

The purpose of the research was to generate a theoretical construction of transformational leadership from the perspective of humanist pedagogy. The methodology was based on the qualitative paradigm and the phenomenological-hermeneutical method was used. The selection of the five (5) key informants will be carried out under the criteria of being a teacher of higher education, with a long career in the pedagogical exercise and that were in accordance with humanist pedagogy. In order to gather the information, the in-depth interview was used, from which five categories emerged: leading university teacher, humanist pedagogy, leadership,student, higher education and in turn, fifty-nine (59) subcategories extracted from the versionists’discourse. Subsequently, the interpretation of these experiences, knowledge, educational anecdoteswas carried out with the theoretical support of transformational leadership and humanistic pedagogy. From the axiological, ontological and teleological perspective, the common factor that lies in the excellence of the leading humanist teachers is their passion for the success of all their students. Finally, the theoretical approach of transformational leadership from the perspective of humanist pedagogy provides an alternative to higher education in the search for new ways to train an integral, ethical, conscious and committed citizen with their social reality, emphasizing that leadership Transformational actively promotes progress to achieve change purposes leading to personal, organizational well-being.