Leadership, interpersonal relationships and organizational climate

SUMMARY

The present descriptive correlational research studies the Degree of Relationship between Leadership, Interpersonal Relations and the organizational climate perceived by the Workers of the National Educational Institution "A".

It was sought to show that leadership, interpersonal relationships and the organizational climate are directly related. There was a sample of 4 managers, 6 hierarchical, 58 teachers and 08 administrative. The correlational design was used; the quantitative method; a survey with 3 parts: a leadership part; one of interpersonal relationships and another of organizational climate. The questionnaire was elaborated giving the validity and statistical reliability.

The general conclusion we have reached is that there is a direct relationship between leadership and interpersonal relationships and organizational climate. The chi-square test yielded a p value <0.05.

SUMMARY

The present correlational descriptive investigation studies the degree of relationship among Leadership, Interpersonal Relationships and the organizational environment perceived by the staff of the National Educational Institution »A».

We tried to demonstrate that leadership, interpersonal relationships and the organizational environment have a direct relationship. We counted on a sample of 4 directors, 6 hierarchical members, 58 teachers and 08 administrators. We used a the correlational design; the quantitative method; and a three parts survey: One of leadership; another of interpersonal relationship and the other of organizational environment. The questionnaire was elaborated under reliable and valid statistics standards.

We have come to the general conclusion that there is a direct relationship between leadership, interpersonal relationship and the organizational environment. The statistic test of square chi resulted in p <0.05.

INTRODUCTION

Educational management at the end of the 20th century and the beginning of the 21st, has been affected by a set of internal and external variables that require significant changes, leading educational organizations to make great efforts to improve towards the achievement of total quality: giving new Valid concepts and theoretical schemes, oriented towards formal functional restructuring and the implementation of strategies in the management of material resources, especially human resources.

What has become a real challenge for the new management, assuming a new style of leadership capable of adequately managing interpersonal relationships, taking into account how to mediate to solve a problem. That it can unite people in the pursuit of a significant purpose, despite the forces that separate it, and ultimately that it can keep educational organizations free from mediocrity characterized by bureaucratic conflicts, and power struggles, creating an organizational climate suitable.

The National Educational Institution "A" of Peru, secondary level, is not alien to the deficiencies of these three factors, it is appreciated in the institutional educational project that interpersonal relationships are not successful, harmonious and efficient, evidencing the lack of perception in relation with their role as leaders, for which a deficiency is inferred in decision-making, in the support and encouragement that a leading educational director must have to achieve organizational goals, which are capable of generating a favorable organizational climate that is participatory democratic.

The factors that influence any Educational Institution to achieve educational quality are varied. For this reason, their attitude or actions can be negative or problematic if they are inconsistent with the principles that sustain education; or positive if it is congruent with these principles, presenting no problems. However, such positions can be affected internally by the global environment in which they are inserted. In addition, the influences of society on the Organizational Climate change over time as a result of the greater amount of knowledge, the diversity of the workforce, technological advances, labor legislation, government regulations and the growth of organizations., and it is that the Organizational Climate focuses on the base of the organization, the people who integrate it and how they perceive the organization (Robbins, 1991).

Consequently, it is observed that there is a relationship between the leadership exercised by the director and the interpersonal relationships of the workers, as well as these two variables are related to the existing organizational climate. For example, motivating leadership favors interpersonal relationships, reducing conflicts and facilitating group work. Similarly, collaboration with the leader is favored with an adequate organizational climate.

The research will allow the Educational Institution to self-diagnose, observing in practice the development of said process and see how the actors can be the ones responsible for improving and assuming the commitment to change, taking of course the explicit knowledge of their reality; to systematize and transfer the information generated by the actors of the Educational Institution. With this, it is intended that the actors themselves can prepare their improvement plans, if they deem it so; and from this experience elaborate policy proposals in education at the community level.

The research is divided into three chapters, chapter I refers to the Research Problem that contains the approach, background, justification, limitation, research questions and objectives; Chapter II Theoretical Framework that includes leadership, interpersonal relationships and the Organizational Climate, and Chapter III composed of the hypothesis, variables, and methodology; ending with the results, conclusions and suggestions.

1. INVESTIGATION PROBLEM.

1.1. APPROACH.

1.1.2. Problematic situation.

The workers of the National Educational Institution "A" of Peru, secondary level, are not immune to the problems and the following are observed, among others:

Vertical decisions based on groups close to managers. Authoritarianism. Conflict situations circumscribed to its minimum expression, not giving alternative solutions to the institutional problem. Workers are treated without equity. Interpersonal relationships between the educational community are not altruistic, collaborative. Poor identification of the staff with the school: Little participation in the anniversary parties, science fair, school parade, among others. There is no fluid and timely communication between the educational community, the ability to know how to listen to others is not expressed.

Likewise, it is appreciated in the Institutional Educational Project of the school "A", the interpersonal relationships of the Educational Institution under study are not successful, harmonious and efficient, evidencing the lack of perception in relation to their role as leaders, so it is inferred Deficiency in decision-making, in the support and encouragement that an educational director must have to achieve organizational goals, which are capable of generating a favorable organizational climate that is participatory democratic.

Of all the problems mentioned, we have selected what refers to leadership, interpersonal relationships and organizational climate, under the following criteria:

The management of social capital or what other experts call human resources, too, as well as the management of financial resources demands special skills. Modern management is teamwork. The challenge of competitive leadership is: how the leader does to ensure that the human team with whom he works collectively manages to internalize the tasks, objectives, strategies, common vision of things, and a strictly favorable collective attitude to promote the process that you want to follow, where there is no concession to bureaucracy or mediocrity, everyone works with enthusiasm convinced of what they are doing, let's not forget a good emotional balance of the people guarantees high levels of performance.

Thus, we have the motivating leadership to its staff, so that they work with enthusiasm, in a group and identification, it favors interpersonal relationships, reducing conflicts and facilitating satisfaction and productivity in a warm organizational climate within the Educational Institution. The research was conducted by focusing on these directly related variables and attempted to answer the significant research question.

1.1.3. Problem formulation.

WHAT IS THE DEGREE OF RELATIONSHIP BETWEEN LEADERSHIP, INTERPERSONAL RELATIONS, AND THE ORGANIZATIONAL CLIMATE PERCEIVED BY THE WORKERS OF THE NATIONAL EDUCATIONAL INSTITUTION “A” OF PERU?

1.2. BACKGROUND.

Having carried out the bibliographic searches referring to our subject of study, we have not found the same works. However, we cite some research that is similar to ours.

LOCALLY:

Dante Padilla (2005), in his research work: "Perception of Teachers, Administrators and Students on Leadership and Organizational Culture at the Antenor Orrego Private University", concludes, among others:

“In the leadership skills of strategic direction, cohesion, negotiation and decision making, the most common answer is that of indeterminacy. That is to say, the studied audiences do not recognize these abilities in themselves. "" In relation to the important motivational ability and how they perceive it, our target audience flatly expressed disagreement (ED). "" On what style does our The target audience has been developing at UPAO, we can say that there is no strong recognition towards which style was categorically developed, but there is an inclination towards the managerial leadership style. This style is recognized by both teachers, administrators and students. There is also an uncertainty or indeterminacy in relation to whether the leadership is focused on the person or towards production ”.

AT THE NATIONAL LEVEL:

N. Rodríguez (2005), in his research work entitled "The School Climate", in Lima, concludes: "The systematic evaluation of the climate must identify the negative characteristics, deficiencies and sources of problems. The design of an intervention program requires taking into account the dimensions of the climate, the elements that determine it (participation, leadership, conflicts, changes, interpersonal relationships, etc.). The improvement and improvement of the climate will require modifying the conditions of those institutional elements, determining factors of the negatively valued climate characteristics ”.

ON AN INTERNATIONAL LEVEL:

M. Rosales (2005), in his work “Calidad sin Liderazgo?”, Analyzed certain leadership behaviors of seven directors of middle-level schools in the province of San Juan - Argentina. Population: Directors and Professors. Research design: A descriptive research was carried out using observation techniques, interviews, surveys and self-evaluation questionnaires. In its conclusions, it states, "that school directors present behaviors more of administrators than leaders."

J. Benvenuto, Z. Monge and M. Zanini (2005), in their work on "The Incidence of Interpersonal Relationships in School Performance", Venezuela. Methodology: It is a descriptive design. They conclude, "Our affirmation the role of each teacher influences communication and school performance of the management-teacher team…".

1.3. JUSTIFICATION.

Scientific - Social Relevance, because it allows us to have new knowledge about the relationship between leadership, interpersonal relationships and organizational climate of the Educational Institution and therefore of society; which can serve as a basis for decision-making in future Institutional improvement plans Academic Relevance, the results of the research can serve as a basis for other researchers who are interested in deepening and / or complementing the subject matter, see the errors, and deficiencies to improve them. Practical Institutional Relevance, the study allowed to assess to managers, hierarchies, teachers and administrators the level of leadership relationship, interpersonal relationships and organizational climate; so that they make decisions to improve the deficient aspects and reinforce the positive ones.

1.4. LIMITATIONS.

The limitations that affect the research work are:

It is limited to an Educational Institution of secondary level, it is intended to improve leadership relationships, interpersonal relationships and organizational climate of the Institution's workers Lack of accessibility and cooperation for the execution of this research by the educational community, due to limitations curricular; because they do not have time and due to current educational regulations, class hours cannot be missed. Likewise, administrative barriers due to the characteristics of the investigation. Having made the inquiries of the case to be treated, the bibliography is scarce, there have been no research works that simultaneously analyze the three variables: leadership, interpersonal relationships and organizational climate, in the investigations found are each variable treated in isolation.

1.6. OBJECTIVES.

1.6.1. General:

Determine the degree of relationship between leadership, interpersonal relationships and the organizational climate perceived by the workers of the National Educational Institution "A" of Peru.

1.6.2. Specific:

Identify the predominant type of leadership perceived by the workers of the National Educational Institution "A". Describe the predominant interpersonal relationships perceived by the workers of the National Educational Institution "A". Describe the predominant organizational climate perceived by the workers of the Educational Institution National “A”. Determine the degree of relationship between leadership and interpersonal relationships perceived by the workers of the National Educational Institution “A”. Determine the degree of relationship between leadership and the organizational climate perceived by the workers of the Educational Institution National "A". Determine the degree of relationship between interpersonal relationships and the organizational climate perceived by the workers of the National Educational Institution "A".

3. METHODOLOGICAL FRAMEWORK.

3.1. HYPOTHESIS.

GENERAL:

Hi: The degree of relationship between leadership, interpersonal relationships and the organizational climate perceived by the workers of the National Educational Institution "A" is direct.

Ho: The degree of relationship between leadership, interpersonal relationships and the organizational climate perceived by the workers of the National Educational Institution "A" is not direct.

SPECIFIC:

Hi1: The degree of relationship between leadership, interpersonal relationships and the organizational climate perceived by the directives of the National Educational Institution "A", is direct.

Ho1: The degree of relationship between leadership, interpersonal relationships and the organizational climate perceived by the directives of the National Educational Institution "A" is not direct.

Hi2: The degree of relationship between leadership, interpersonal relationships and the organizational climate perceived by the hierarchical personnel of the National Educational Institution "A" is direct.

Ho2: The degree of relationship between leadership, interpersonal relationships and the organizational climate perceived by the hierarchical personnel of the National Educational Institution "A" is not direct.

Hi3: The degree of relationship between leadership, interpersonal relationships and the organizational climate perceived by the teaching staff of the National Educational Institution "A" is direct.

Ho3: The degree of relationship between leadership, interpersonal relationships and the organizational climate perceived by the teaching staff of the National Educational Institution "A" is not direct.

Hi4: The degree of relationship between leadership, interpersonal relationships and the organizational climate perceived by the administrative staff of the National Educational Institution "A" is direct.

Ho4: The degree of relationship between leadership, interpersonal relationships and the organizational climate perceived by the administrative staff of the National Educational Institution "A" is not direct.

3.3. METHODOLOGY.

3.3.1. Kind of investigation.

The type of research is descriptive - correlational

3.3.2. Design.

The correlational research design has been used, whose diagram is the following:

M Oy

where:

M = Workers of the Educational Institution "Víctor Andrés Belaúnde"

Ox = Leadership

Oy = Interpersonal Relations

Oz = Organizational Climate

r = Relationship of variables

This research, according to Sánchez and Reyes (1987), “is interested in determining the degree of relationship between two or more variables of interest in the same sample of subjects or the degree of relationship between two or more phenomena or events observed ”.

3.4. POPULATION AND SAMPLE.

The population is all workers (N = 76) of the National Educational Institution "VAB", for the year 2005, as can be seen in the attached table.

WORKERS OF THE EDUCATIONAL INSTITUTION "VAB"

The population for which the conclusions of the study are valid, is constituted by the totality of: Directors, hierarchies, teachers and administrators who work in the National Educational Institution "VAB".

According to Court (1991), “In descriptive research, it is recommended to use large samples for precision and representativeness. In this sense, it is suggested to select samples of no less than 30% of the accessible population ”. In this research, a census was applied, that is, 100% of the population was surveyed.

3.5. INVESTIGATION METHOD.

The research method is quantitative.

The first phase is purely in the field, based on an exploratory study, knowledge was taken in situ of the social reality in which the conclusive research was carried out in order to identify the actors and determine the research problem.

The second phase has been in the office, which consists of the review of bibliographic sources and the preparation of the project and the information gathering instruments.

The third phase is in the field to carry out the pilot test of the administration of the instruments.

Cabinet for adjusting instruments.

Field to apply the instruments.

Office: Analysis and interpretation of results, and writing of the preliminary and final report.

3.6. TECHNIQUES AND INSTRUMENTS.

3.6.1. Technique:

Survey

3.6.2. Instrument:

Questionnaire: A printed questionnaire was used as an instrument, intended to obtain answers about the problem under study, the Rensis Likert scale was used.

Within the framework of the survey technique, a questionnaire was designed, which was validated and applied to managers, hierarchies, teachers and administrators (See Annex I). The main advantage of the questionnaire lies in the great savings in time and personnel involved, since the questionnaires can be left in the appropriate place or can be administered in groups assembled for this purpose.

The purpose of the questionnaire was to collect the information required in the study on the degree of relationship between leadership, interpersonal relationships and organizational climate perceived by the workers of the National Educational Institution "A" of Peru.

The aforementioned instrument was characterized by being formal and structured, consisting of a preliminary section of an informative and instructive nature, in this section the purpose of the survey is widely described and the recommendations to be followed by the respondents are indicated so that the data provided is objective and truthful; likewise the gratitude for your participation.

The first (A), second (B) and third (C) part of the questionnaires, have the purpose of collecting information directly related to the variables leadership, interpersonal relationships and organizational climate respectively.

It is noteworthy that the fundamental characteristic of these items is that the responses will be delimited on a Likert-type scale, which according to Hernández (2003), "It consists of a set of items presented in the form of statements or judgments, before which the reaction of the subjects ”.

The instrument was developed based on the concepts of leadership by Chiavenato (1993), interpersonal relationships by Laura Trinidad (2005) and organizational climate by Luc Brunet (2002: 20).

For the design of the instruments, it was started from the operationalization of the indicators, a procedure that allows the drafting of the corresponding items, through which the internal and collective information that served as a basis for the research for the analysis and the consequent issuance was obtained. of conclusions.

The survey items of the study were written and organized by us, in such a way that they allow us to collect valid and reliable data.

The instrument administration pilot test was carried out. Carrying out a pilot survey or pre-questionnaire (at least once), to validate the questions, optimize the instruments and train the interviewer.

Measurement instrument validation:

The validity of the questionnaire was determined by the form of construct validity, that is, aspects of the three variables under study were taken into account: Leadership, interpersonal relationships and organizational climate.

Reliability. To determine the reliability of the measurement instrument, the method of division by halves using the Spearman-Brown formula was used, obtaining the value of 0.95, that is, the questionnaire has a 95% reliability.

Validity. To determine the validity of the measurement instrument, the predictive validity method was used that uses the correlation coefficient formula, obtaining the value of 0.97, that is, the questionnaire has a validity coefficient of 97%. This coefficient is recommended when the instrument has been constructed on the basis of a multiple-response scale, that is, when the items of the instrument present a scale of several options.

3.7. ANALYSIS OF DATA.

For the analysis of the information, the following was used:

Statistical tables for qualitative variables Statistical graph for qualitative variables Proportions or percentages for categories of qualitative variables. Criteria independence test: Chi Square for qualitative variables.

Where: Oij = observed values

Eij = expected values, whose values are obtained:

Eij = Ni. Nj

Contingency coefficient based on the Chi square test, whose formula is: Pearson's correlation coefficient for the interpretation of the obtained values:

Pearson's r coefficient can vary from -1.00 to + 1.00 (- 1 ≤ r ≤ 1)

If r is:

-1.00 = perfect negative correlation ("The higher X, the lower Y", in a proportional way. That is, every time X increases by one unit, Y always decreases by a constant amount). This also applies "the smaller X, the larger Y ”.

¬-0.90 = Very strong negative correlation.

-0.75 = Considerable negative correlation.

-0.50 = Mean negative correlation

-0.10 = Weak negative correlation

0.00 = There is no correlation between the variables.

+0.10 = Weak positive correlation.

+0.50 = Mean positive correlation.

+0.75 = Considerable positive correlation.

+0.90 = Very strong positive correlation.

+1.00 = Perfect positive correlation.

(“A greater X, greater Y” or “A less X, less Y”, proportionally. Each time X increases, Y always increases by a constant amount.)

The sign indicates the direction of the correlation (positive or negative); and the numerical value, the magnitude of the correlation.

For data processing, computer software such as the Excel spreadsheet was used.

4. RESULTS

* NOTE: The Likert distribution of the questionnaire has been expressed in the categories indicated in the table.

1.) In the Leadership category, it is observed that the workers of Educational Institution "A" perceive that:

75% of managers have good leadership and 25% perceive excellent leadership. 83% of hierarchical staff perceive good leadership while 17% do not believe it. 47% of teachers perceive good leadership, while 16% perceive it as excellent, 34% fair and 3% poor. 75% of administrative personnel perceive regular leadership while only 25% believe it to be good.

2.) The managers (75%) Hierarchical (83%) and teachers (47%) perceive a good leadership, while the administrative are located as mostly regular.

3.) Managers (25%) and teachers (16%) perceive excellent leadership, while hierarchical and administrative none.

4.) Autocratic leadership is predominantly perceived as good (49% + 13% = 62%) by the workers of the National Educational Institution "A" of Peru.

5.) 34% of teachers and administrators perceive regular leadership with a tendency to rise (34% + 49% = 83%).

6.) A total of hierarchies and teachers perceive bad leadership (4%) that together with regular leadership increases by 38%.

7.) Administrative staff (75%) have a greater tendency not to be leaders followed by teachers (34% + 3%)

8.) Managers show 100% leadership, this justifies Quijano's (2003) conception, “Group members do not lack power, they can shape, and in fact do, group activities in different ways. However, as a general rule, the leader will have more power ”. From this it follows, the one who exercises power is more like a leader.

9.) These results are consistent with what was found by Rosales (2005), in his work "Quality without Leadership" who concludes "That school directors present behaviors more of administrators than leaders".

10.) From these results it can be affirmed that the quality of leadership that is exercised in these four groups of personnel of the Institution

Educational is not good for 38% of workers, as it is located at the levels of fair and bad, it means that there is no adequate assessment of others or they show to be proactive.

* NOTE: The Likert distribution of the questionnaire has been expressed in the categories indicated in the table.

1) In the Interpersonal Relations category, it is observed that the workers of Educational Institution "A" perceive that:

50% of managers have regular interpersonal relationships, 25% perceive them to be good and the other 25% as excellent. 50% of hierarchical personnel perceive interpersonal relationships as regular, 33% as good and 17% as excellent. 50% of teachers perceive interpersonal relationships as fair, 31% as good, 16% as excellent and 3% as bad. 62% of administrative staff perceive interpersonal relationships as fair and 38% as good.

2) In total, managers, hierarchies, teachers and administrators perceive regular interpersonal relationships (51%).

3) Managers, hierarchies and teachers perceive excellent interpersonal relationships while administrative none.

4) The predominant interpersonal relationships perceived by the workers of the National Educational Institution "A" are regular (51% + 3% = 54%).

5) Interpersonal relationships are more accentuated in administrative (62%), followed by teachers (50 + 3 = 53%), managers and hierarchical (50% each)

6) In general terms, interpersonal relationships are deficient as pointed out by Trinidad (2005).

7) It is necessary to take into account the work: "The Incidence of Interpersonal Relationships School Performance" by Benvenuto, Monge and Zanini (2005), which concludes: "The role of each Teacher influences communication and the school performance of the team manager - teacher ”.

NOTE: The Likert distribution of the questionnaire has been expressed in the categories indicated in the table.

1.) In the Organizational Climate category, the workers of Educational Institution “A” perceive that:

50% of managers perceive a regular organizational climate and the other 50% perceive a good organizational climate. 83% of hierarchical personnel perceive a regular organizational climate while 17% perceive that it is good. 72% of teachers perceive a regular organizational climate, while 21% perceive that it is good and 7% perceive that it is bad. 74% of administrative personnel perceive a regular climate, 13% good and 13% bad.

2.) In total, the managers, hierarchies, teachers and administrators, perceive a regular organizational climate (50%, 83%, 72% and 74%).

3.) Teachers (7%) and administrative (13%) perceive a bad organizational climate, while managers and hierarchical none.

4.) Managers (50%), hierarchical (17%), teachers (21%) and administrative (13%), perceive a good organizational climate.

5.) The predominant organizational climate perceived by the workers of the National Educational Institution "A" is regular (72% + 7 = 79%).

6.) 79% of the staff of the Educational Institution, perceives that the organizational climate is located at the regular and bad levels, these being higher percentages in the hierarchical 83%, administrative 87% (regular and bad), in teachers 79 % (72% + 7%) and managers 50%.

7.) It is noteworthy that only managers perceive the organizational climate as 50% good.

8.), This situation found harms the Educational Institution, because it affects the behavior of workers, Likert cited by Brunet (2002) affirms “The reaction of an individual to any situation is always a function of the perception they have of it (perceived climate), which can be of 4 types: exploitative authoritarianism, paternalistic authoritarianism, consultative and group participation.

9.) On the other hand, it can be affirmed that this type of climate would not be achieving good levels of motivation, Márquez and Auccasi (2005), nor of satisfaction Brunet (2002.78-79).

10.) Therefore, it is necessary to take into account the conclusions reached by N. Rodríguez (2005), in his research work "The School Climate":

: "The systematic evaluation of the climate must identify the negative characteristics, deficiencies and sources of the problem."

This table presents the perceived relationship between leadership and interpersonal relationships using the chi-square test with a significance level of 5%, establishing a significant dependency relationship between leadership and interpersonal relationships (p <0.05), with a positive relationship mean (0.53). Since X02 = 30.317 is greater than X2 9 (0.95) = 16.92, which is in the rejection region, then the null hypothesis is rejected. This table corresponds to the Hi test. In this regard, the results by showing a significant dependency relationship between leadership and interpersonal relationships by the workers of the National Educational Institution "A", fully validate what is expressed in said hypothesis.This table presents the relationship between leadership and organizational climate using the chi-square test with a significance level of 5%, establishing a significant dependency relationship between leadership and organizational climate (p <0.05), with an average positive relationship (0.58). Since X02 = 38.175 is greater than X2 6 (0.95) = 12.59 that is in the rejection region, then the null hypothesis is rejected. This table corresponds to the Hi test. In this regard, the results by showing a significant dependency relationship between leadership and organizational climate by the workers of the National Educational Institution "A", fully validate what is expressed in said hypothesis.This table presents the perceived relationship between interpersonal relationships and organizational climate using the chi-square test with a significance level of 5%, establishing a significant dependency relationship between interpersonal relationships and organizational climate (p <0.05), with a mean positive relationship (0.58). Since X02 = 38.524 is greater than X2 6 (0.95) = 12.59 which is in the rejection region, then the null hypothesis is rejected. This table corresponds to the Hi test. In this regard, the results by showing a significant dependency relationship between leadership and organizational climate by the workers of the National Educational Institution "A", fully validate what is expressed in said hypothesis.This table presents the matrix of the contingency coefficient perceived by the workers of the National Educational Institution "GVA" between leadership, interpersonal relationships and organizational climate, observing an average positive dependency ratio, such as 0.53; 0.58 and 0.58 respectively. This table shows the matrix of the correlation coefficient for management personnel, observing a very strong positive correlation perceived between leadership and interpersonal relationships (0.91), and the perception of interpersonal relationships and organizational climate (0.99) and a considerable positive correlation between the perception of leadership and organizational climate (0.895). This table corresponds to the Hi1 contrast.In this regard, the results showing a very strong positive correlation or association perceived between leadership and interpersonal relationships and interpersonal relationships and organizational climate and a considerable positive correlation between the perception of leadership and organizational climate, fully validate what is expressed in said hypothesis. the better the leadership, the interpersonal relationships are better and consequently also the organizational climate.

Management personnel database.

This table presents the matrix of the correlation coefficient for hierarchical personnel, observing a weak positive correlation between the perception of leadership and interpersonal relationships (0.40), a very strong positive correlation between the perception of leadership and organizational climate (0, 95) and a considerable positive correlation between the perception of interpersonal relationships and organizational climate (0.85). This table corresponds to the Hi2 contrast. In this regard, the results showing a weak positive correlation or association between leadership and interpersonal relationships, a very strong positive association between leadership and organizational climate and a considerable positive association between interpersonal relationships and organizational climate, fully validate what is expressed in said hypothesis.

" TO ". November 2005.

This table shows the matrix of the correlation coefficient for teaching staff, observing a considerable positive correlation between leadership and interpersonal relationships (0.848), between leadership and organizational climate (0.87) and, between interpersonal relationships and organizational climate (0.849 This table corresponds to the Hi3 test. In this regard, the results by showing a considerable positive correlation or association between leadership and interpersonal relationships, between leadership and organizational climate, and between interpersonal relationships and organizational climate, fully validate what is expressed in said hypothesis. The perception of leadership with interpersonal relationships, leadership and organizational climate, and interpersonal relationships and organizational climate that workers perceive are considerable.

Teaching staff database.

This table presents the matrix of the correlation coefficient for administrative staff, observing a mean positive correlation between leadership and interpersonal relationships (0.70) and between interpersonal relationships with organizational climate (0.64) and a considerable positive correlation between leadership and organizational climate (0.76). This table corresponds to the Hi4 contrast. In this regard, the results by showing a medium positive correlation or association between leadership and interpersonal relationships and between relationships and organizational climate, and a considerable positive association between leadership and organizational climate, fully validate what is expressed in said hypothesis. The perception of leadership with relationships. interpersonal,Interpersonal relationships and organizational climate that workers perceive are a medium positive correlation, not between the perception of leadership and organizational climate, which is a considerable positive correlation.

Administrative staff database.

5. CONCLUSIONS AND SUGGESTIONS

5.1. CONCLUSIONS.

Our research allows us to conclude that:

6.) Autocratic Leadership is predominantly perceived as good by the workers of the National Educational Institution under study, but for 38% of workers it is not, which means that there is not an adequate assessment of the staff or they show to be proactive.

b) The predominant Interpersonal Relations perceived by the workers of the National Educational Institution under study are regular, which typify it as deficient.

c) The predominant Organizational Climate perceived by the workers of the National Educational Institution under study is regular, which harms the Educational Institution since it affects the behavior of the personnel.

d) There is an average positive dependency relationship between leadership and interpersonal relationships, between leadership and organizational climate, and between interpersonal relationships and organizational climate, perceived by the workers of the National Educational Institution "A". The chi square statistical test yielded a p value <0.05.

e) There is a very strong positive correlation between leadership and interpersonal relationships, between leadership and organizational climate, and a considerable positive correlation between interpersonal relationships and organizational climate, perceived by the directives of the National Educational Institution "A".

f) There is a weak positive correlation between leadership and interpersonal relationships; a very strong positive relationship between leadership and organizational climate and, a considerable positive correlation between interpersonal relationships and organizational climate, perceived by the hierarchical personnel of the National Educational Institution "A".

g) There is a considerable positive correlation between leadership and interpersonal relationships, between leadership and organizational climate, and between interpersonal relationships with organizational climate, perceived by the teaching staff of the National Educational Institution "A".

h) There is a medium positive correlation between leadership and interpersonal relationships, between interpersonal relationships and organizational climate, and a considerable positive correlation between leadership and organizational climate, perceived by the administrative staff of the National Educational Institution "A".

5.2. SUGGESTIONS.

These studies should be carried out in all Educational Institutions to improve the organizational climate and this is reflected in the performance of the students. Frequent human relations workshops should be dictated to improve the affective climate in the hierarchical and administrative staff that contributes to improving The organizational climate of the Educational Institution Integration activities that favor and strengthen interpersonal relationships and institutional identity should be promoted, favoring a good or excellent organizational climate Agreements must be signed with universities or higher institutions to encourage the preparation of educational leaders in the Institution workers, in order to improve work and personal development strategies,In order to achieve involvement in all educational improvement activities, forums for internal and external participation of workers should be promoted, which are a place for reflection and debate in order to improve interpersonal relationships, the organizational climate and strengthen the leadership of the Educational institutions.

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