<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642025000200803</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i37.952</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Liderazgo pedagógico de la dirección y engagement laboral docente en institutos de educación superior públicos]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical leadership of management and teacher work engagement in public higher education institutes]]></article-title>
<article-title xml:lang="pt"><![CDATA[Liderança pedagógica da gestão e engajamento docente em instituições de ensino superior públicas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peralta-Rojas]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olivares-Rodríguez]]></surname>
<given-names><![CDATA[Pablo Celestino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramírez-Maldonado]]></surname>
<given-names><![CDATA[Yenncy Petronila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barra-Tello]]></surname>
<given-names><![CDATA[Tamara Carolina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Mayor de San Marcos  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Federico Villarreal  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad San Martin de Porres  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>02</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>37</numero>
<fpage>803</fpage>
<lpage>816</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000200803&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000200803&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000200803&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El liderazgo pedagógico fomenta el compromiso laboral docente, mejorando la satisfacción profesional y el rendimiento académico. La presente investigación tuvo como objetivo determinar la relación entre el liderazgo pedagógico de la dirección y el engagement laboral docente en institutos de educación superior públicos de Lima, Perú, durante el 2024. Se empleó un diseño cuantitativo no experimental, de tipo transversal correlacional, caracterizado por su enfoque descriptivo. La población muestral incluyó 91 docentes, a quienes se aplicaron cuestionarios sobre liderazgo pedagógico y engagement laboral. Los resultados muestran que el 49.5% de los docentes califica el liderazgo pedagógico como eficiente, mientras que el 41.8% lo considera regular; las dimensiones más valoradas fueron la compartición de responsabilidades, 50.5%, y el apoyo a las labores pedagógicas, 44.0%; el 86.8% considera eficiente el engagement laboral, con una correlación significativa de 0.612. Se concluye que existe un impacto directo entre el liderazgo pedagógico efectivo y la mejora del compromiso y la satisfacción docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Pedagogical leadership fosters teacher work engagement, improving professional satisfaction and academic performance. The present research aimed to determine the relationship between the pedagogical leadership of the management and teacher work engagement in public higher education institutes in Lima, Peru, during 2024. A non-experimental quantitative design was used, of a cross-sectional correlational type, characterized by its descriptive approach. The sample population included 91 teachers, to whom questionnaires on pedagogical leadership and work engagement were applied. The results show that 49.5% of teachers rate pedagogical leadership as efficient, while 41.8% consider it average; the most valued dimensions were the sharing of responsibilities, 50.5%, and support for pedagogical tasks, 44.0%; 86.8% consider work engagement to be efficient, with a significant correlation of 0.612. It is concluded that there is a direct impact between effective pedagogical leadership and the improvement of teacher commitment and satisfaction.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A liderança pedagógica estimula o comprometimento do professor com o trabalho, melhorando a satisfação profissional e o desempenho acadêmico. O objetivo desta pesquisa foi determinar a relação entre a liderança pedagógica da gestão e o engajamento no trabalho docente em instituições de ensino superior públicas de Lima, Peru, durante 2024. Um desenho quantitativo não experimental, de tipo correlacional transversal, caracterizado por sua abordagem descritiva. A população da amostra incluiu 91 professores, aos quais foram aplicados questionários sobre liderança pedagógica e envolvimento no trabalho. Os resultados mostram que 49,5% dos professores classificam a liderança pedagógica como eficiente, enquanto 41,8% a consideram regular; As dimensões mais valorizadas foram a partilha de responsabilidades, 50,5%, e o apoio às tarefas pedagógicas, 44,0%; 86,8% consideram o work engagement eficiente, com correlação significativa de 0,612. Conclui-se que existe um impacto direto entre a liderança pedagógica eficaz e a melhoria do comprometimento e satisfação dos professores.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Engagement laboral]]></kwd>
<kwd lng="es"><![CDATA[Formación continua]]></kwd>
<kwd lng="es"><![CDATA[Liderazgo pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Satisfacción docente]]></kwd>
<kwd lng="en"><![CDATA[Work engagement]]></kwd>
<kwd lng="en"><![CDATA[Continuing education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical leadership]]></kwd>
<kwd lng="en"><![CDATA[Teacher satisfaction]]></kwd>
<kwd lng="pt"><![CDATA[Engajamento trabalhista]]></kwd>
<kwd lng="pt"><![CDATA[Formação contínua]]></kwd>
<kwd lng="pt"><![CDATA[Liderança pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Satisfação do professor]]></kwd>
</kwd-group>
</article-meta>
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