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Artículos de Investigación

Vol. 6 Núm. 11 (2026): Revista Simón Rodríguez

Autopercepción del liderazgo en formación docente de educación física: brechas y desafíos

Self-perception of leadership in physical education teacher training: gaps and challenges
Publicado
2026-02-06

La mentoría docente determina la calidad pedagógica a través de la enseñanza deportiva. El propósito del presente artículo fue analizar la autopercepción del liderazgo pedagógico en estudiantes de la carrera Educación Física de la Universidad Autónoma de Santo Domingo y el Instituto Superior de Formación Docente Salomé Ureña, República Dominicana. Se implementó un diseño mixto, descriptivo y transversal, aplicando un cuestionario a 155 participantes. El estudio revela una marcada disparidad de género y problemas de eficiencia terminal, 29.4% supera la duración formal de la carrera. Existe una contradicción entre la confianza técnica (69.1%) y las competencias de liderazgo, con predominio de participación cautelosa (75%) y preferencia por trabajo individual (42.6%). Se identifica una brecha formativa crítica, aunque el 82.1% reconoce áreas de mejora, el 26.4% duda de su capacidad de liderazgo y se observa una concepción limitada del mismo, asociado principalmente a contextos competitivos (82.1%). Se recomienda implementar un programa integral que articule revisión curricular con tutorías especializadas para desarrollar autonomía profesional y comunicación asertiva.

Teacher mentoring determines the quality of pedagogy in sports instruction. The purpose of this article was to analyze the self-perception of pedagogical leadership among Physical Education students at the Autonomous University of Santo Domingo and the Salomé Ureña Higher Institute of Teacher Training in the Dominican Republic. A mixed-methods, descriptive, and cross-sectional design was implemented, applying a questionnaire to 155 participants. The study reveals a marked gender disparity and problems with graduation rates; 29.4% exceed the formal duration of the program. A contradiction exists between technical confidence (69.1%) and leadership competencies, with a predominance of cautious participation (75%) and a preference for individual work (42.6%). A critical training gap is identified; although 82.1% recognize areas for improvement, 26.4% doubt their leadership capacity, and a limited conception of leadership is observed, primarily associated with competitive contexts (82.1%). It is recommended to implement a comprehensive program that integrates curriculum review with specialized mentoring to develop professional autonomy and assertive communication.

Número:
Vol. 6 Núm. 11 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

Referencias

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