Teacher Leadership Competencies for Student Inclusion Through the Promotion of Technology

Abstract

This research was conducted with the aim of examining teacher leadership competencies for student inclusion through the promotion of technology, as perceived by university students. The study approach is quantitative, non-experimental and cross-sectional. A questionnaire is used involving 116 students from 3 universities in Chile, who are studying in the Propaedeutic Programmes developed in these institutions (north, centre and south of the country). The results show differences between students; those studying at the university in the centre of Chile reveal a better understanding of teacher leadership competencies for inclusion through the promotion of technology, having observed that the leader dedicates much of their time management and effectiveness to student education, demonstrates human and technical qualities and deals with all forms of exclusion and inequality. Findings show that the presence of competent leadership encourages greater promotion of technologies in Chilean universities because, to the extent that the teacher fosters a climate of empathy and motivation and integrates ICTs, this contributes to inclusion in the Propaedeutic Programmes, constituting an experience that strengthens inclusive culture and pedagogical practice.