Modulating effect of transformational leadership on work-stress and school effectiveness perceived by basic education workers in Ciudad Guzmán, Jalisco

Abstract

Teacher work stress, and its impact on effectiveness school is a relevant issue of both scientific and social importance. Studying Teacher work stress is a necessity in the educational context to allow preventive measures and coping. The context of postmodernity and a techno-globalized world has repercussions on this educational level, both in its mission and in its social function. Basic education workers not only have the task of training the child or adolescent, but also cover the spaces of learning that the family cannot supply together with the demands of effectiveness and the influence of working conditions in the school organizational culture. The purpose of this study was to determine an explanatory model that corroborates the moderating effect of transformational leadership on the negative effect of work stress on school performance in elementary schools in Ciudad Guzmán, Jalisco. A non-experimental transversal research design with explanatory scope was assumed. It is stated in this way, since the leadership style, work stress and school productivity are observed, as well as presented in the context of basic education, no situation is built, but an already existing situation is observed. The methodology is quantitative, a moderation model is used through the interface process in the SPSS.25 program. It is evident through present study that there is a negative relationship between the style of transformational leadership and perceived teacher work stress. In the same tenor, the negative relationship between work stress and the effectiveness school perceived education is evidenced as a finding. It is demonstrated that, a higher perceived stress, the lower the perceived effectiveness of school, therefore, the result supports the need for intervention to reduce Teacher work stress and enhance the effectiveness of the schools studied. Transformational leadership becomes a modulator between Teacher work stress and school effectiveness perceived. Therefore, it is shown that directors capable of influencing their workers as models, with an adequate use of charisma and psychological tolerance, as well as a personalized and more humane attitude towards their workers, will guarantee schools to be less affected by work stress and hence more effective in its social, organizational and, therefore, healthier mission.