The present work aims to explain the relationship between the transcendental leadership of the teacher and the motivational quality of the university student of the Education schools of the Maracaibo municipality, Zulia state. It is emphasized that the main human resource at an educational level is the teacher and the student on whom the search for excellence in the teaching-learning process depends. The relational humanist anthropological theory of Pérez López was used. Where the teacher must develop characteristics of transcendental leadership; As it exerts a personal and collaborative influence, it interacts with the leader by extrinsic, intrinsic and transcendental motivation, originating a communication of greater value in its students; because there will be more trust, loyalty and desire to work for a worthwhile mission,leading to the motivational quality of the university student.
CHAPTER I
THE PROBLEM
1. DESCRIPTION OF THE CURRENT SITUATION
The continuous process of evolution that is occurring in the education of the countries leads to changes and transformations in the technological and organizational, so that the education to come will be different from the current one. As proposed by Morin, (2001) who points out that the education of the future should be a first and universal education focused on human education if it is in the planetary era; a common adventure takes hold of humans. They must recognize themselves in their common humanity and, at the same time, recognize the cultural diversity inherent in all that is human.
Therefore, the human is the only living and dynamic resource of an organization, since it decides the management of the others that are physical or material; it also has a vocation for growth and development. In this sense, the main human resource at any educational level is the teacher and the student on whom the search for excellence or quality of the teaching-learning process depends mainly.
That is why the UNESCO World Declaration on Higher Education in the 21st Century (1998) makes reference in its article 10 that an essential element for higher education institutions is an energetic personnel training policy. Clear guidelines should be established for higher education teachers, who should be concerned above all, today, with teaching their students to learn and take initiatives and not to be just wells of science.
In this teacher-student relationship, due to its complexity, there are multiple problems, constituting one of the teacher training itself, characterized by being an activity where communication tends to suffer severe interference due to the poor communicative development shown by teachers, manifested in the low oral production and written, in the same way recurrently the scarce development of the cognitive processes, low levels of reflection and deficiency to consolidate a creative thought is observed. And little attention from teacher training institutions to privilege didactics.
In other words, there is generally no permanent teacher training and daily teaching routines fall into, furthermore, knowledge is repeated instead of producing it and, above all, research is not considered as a fundamental basis for professional improvement.
Therefore, the teacher as an indispensable human resource of the teaching-learning process, sometimes shows great weaknesses, one of them being leadership, since it sees itself as a provider of knowledge and not as a guide through which they are modeled attitudes and behaviors. For this reason, university teachers must improve their leadership skills and make higher education institutions develop the necessary cultural values to be more effective in shaping generations.
Faced with such a situation, it is necessary to insist on the performance of the teacher with characteristics of a leader; understood as such "The ability to influence a group to achieve goals." Robbins (1999: 347). From what has been raised, the need to deepen the theorization of leadership emerges as it involves a process of influence, that is, the teacher exerts a decisive influence, either consciously or unconsciously, on what students want to know and know how to think, as this is generally perceived as a role model.
Under this framework, a leadership style corresponding to the felt demand of the student should be used, since frequently when the teacher is outdated, the student begins to feel a new level of need and produces unsatisfied experiences by not being incentivized to motivation.
In relation to the above, a behavior of the teacher as a leader is proposed, which several authors, including Bateman and Snell (2001), Cardona (2001), De Cenzo, and Robbins (1996), Koontz and Weihrich (1998) identified with the term leadership style, understanding this as the particular way used by a person to direct others and depending on the personality, it can be perceived that each teacher will have one or more styles of leadership, which will result in both their performance like the students.
It should be noted that the styles of leadership that have been most studied lately in the administrative literature and reflected in the degree projects are: autocratic leadership, democratic leadership and liberal leadership; However, in recent years the Perezlopian relational humanist anthropological theory has been developed, which distinguishes three types of leadership; transactional, transformative and transcendental, which emphasizes the relationship of influence that exists between the leader and the collaborator.
As for transactional leaders (autocratic); They are individuals who guide or motivate their followers in the direction of their established goals, clarifying the roles and requirements of these, in the relationship the collaborator interacts with the leader solely by extrinsic or external motivation, which is related to rewards.
As an example of transactional leadership, a common situation is presented in the classroom and at the general educational level where supervisors, coordinators, directors and teachers; They influence their subordinates through rewards and punishments, forcing them to obey what the leader says, even when they do not agree with what has been said. in other words, the student in many cases is a passive entity.
Such directional stance is also reflected in the application or operationalization of a closed curriculum, characterized by a tendency to exaggerated planning, which refers to the formulation of objectives, selection of content, definition of activities for the teacher and student, therefore routinization mechanisms occur, with innovation and change absent; where according to Quero (2006) the teacher is an intellectual pawn.
The situation described, brings among other consequences the divorce of the academic with the industrial, business, political, commercial and community sectors not only at the national level but also at the international level. That is to say, the educational world is disarticulated with the world of production, this situation being an incubator of mediocrity, inefficiency, low quality of life, and inefficiency.
With respect to transformative leaders (democratic), they are individuals who provide individualized consideration and intellectual appreciation, they also have charisma and the collaborator interacts by extrinsic and intrinsic motivation. In the same way in higher education, the teacher also exhibits characteristics of this style, since they influence the student when they manage to convince him in freedom to follow him.
However, this style is masked or tempted in situations that obscure and deform it, which is why Cardona (2000) wields: we are increasingly aware of the limitations of this model, and the obvious danger of calling itself the dark face of the transforming leader, where in some cases he manipulates information to enhance his prestige, is also called a narcissistic leader, since he tends to seek change for the sake of change and not for a specific need, he finds it difficult to listen and only he is in possession of the truth.
As a result, if the characteristics of the transactional leader and / or the transforming leader continue to predominate, the teacher will foster a relationship of influence with the student close to verticality, where for him all students are equal, setting aside the possibility of encourage an autonomous, solvent, creative, ethical being, skewing any approach to motivational quality.
With regard to transcendental leadership, the relationship exerts a personal influence, since the collaborator interacts with the leader by extrinsic, intrinsic and transcendental motivation. In other words, the teacher leads to a communication of greater value in his students; because there will be more trust, loyalty and desire to work for a worthwhile mission.
For these reasons, in the educational context at the higher level, the transcendental leadership of the teacher is essential, since they are capable of creating a deeper and richer type of loyalty, because as the leadership is deeper, the relationship is more stable and the response is more generous from the collaborator, having qualities such as the development of values of the followers.
However, the absence of this style of leadership in teaching, provides incompetitiveness in university institutions, since it coincides with Chinchilla, outlined in Álvarez. and others (2001: 115). “If we are not capable of directing our own lives, how are we going to be able to lead other people? As the old aphorism says; Nobody gives what does not have.
It is thus evident that the transcendental leadership on the part of the teacher at the university level has a greater influence on students and the type of association or relationship that is created depends on how it influences and motivates; In other words, the leader's behavior continues to be a critical element since it significantly affects the employee's motivations.
All of the above, raises the need for transcendental leadership of the teacher that influences and encourages the student through motivation. Defining motivation according to Bateman and Snell (2001: 468) "the forces that give energy and sustain the forces of a person". In this same order of ideas, motivation is the disposition and efforts towards a purpose with the ability of the effort to satisfy some individual need.
There are several theories about motivation; however, the Perezlopian anthropological theory, developed by Chinchilla and Cardona (2000), on motivational quality, also called human motivation, will be taken into account; which is given by the sensitivity of a person to be moved by each of the types of motives. This theory contributes to motivation by identifying three types of motives: extrinsic, intrinsic and transcendental.
As for extrinsic motivation, it is related to external aspects of the personality such as recognitions and awards. As a complement to this, the university student appreciates little recognition or award and this is evidenced when many of the trained and experienced resources emigrate to other countries that offer adequate remuneration and social recognition.
In this sense, what is cited in the UNESCO World Declaration on Higher Education in the 21st Century (1998) in its article 16 is predicted, emphasizing that it would be necessary to curb the brain drain, since it continues to deprive countries in developing countries and countries in transition, of high-level professionals necessary to accelerate their socio-economic process with disproportionate consequences for developing countries, since the latter absorb the cost of training and the latter take advantage of the results.
In the same way, it is appreciated in the Venezuelan educational situation, the need for extrinsic motivation which, taking into account the university population, the rating scale, being from one (01) to twenty (20); and only about five percent (5%) of students achieve excellence. According to Ávila (2004) “The students who manage to pass have a low level, since most obtain an average or general average of the degree, between twelve or thirteen points on the scale of twenty”.
Also as an example of extrinsic motivation when taking any institution of higher education as a reference, the following phenomenon is presented, many students begin in the first semester and as the semesters progress, the number of students decreases, leaving few students in the last semesters and therefore few graduates.
In relation to intrinsic motives, related to internal or psychological aspects such as learning and personal internal satisfaction. To be more specific in terms of the lack of this type of motivation there is dropout, because “there are many causes that can force a student to not attend classes: economic factors, identification or not with the career, personal causes or reasons of health". Sánchez (2007) teaching director of the University of Zulia.
Similarly, if the student continues their studies, the common denominator is the absence for the fourth (IV)) court, where most start relatively well, but as the semester progresses their performance drops, there is a lack of incentives and some do not finish or pass the subjects, missing extrinsic and intrinsic motivation.
From another angle, transcendental motivation is characterized by being more human, since they link concepts of service or help to others. It is related to the consequences that, when exercising an action, are caused in other people different from the subject who performs the action. That is, it goes beyond the pure extrinsic and intrinsic interests.
With respect to the idea of service to others, the transcendental motivation is established precisely, since it is the human motivation par excellence, coinciding with Pérez (1996: 57) when wielding: the motivational quality is determined by the sensitivity of a person, He usually says that a person is very human, when we judge that he takes into account what happens with other people and is always ready to help them.
Taking into account the above, the need for motivational quality is raised by the student, since the Latin American educational scenario is the subject of strong questions due to a number of problems that affect productivity, among these problems are the lack of extrinsic reasons, intrinsic and transcendental.
In other words, the fragile presence of motivations is further corroborated in Venezuelan universities, where few students manage to complete their careers, that is, there is a high dropout rate, there is also low academic performance, in synthesis it is a clear sample in the loss not only of extrinsic motivation, of intrinsic motivation but also transcendental.
In summary, the motivational quality must be met at the three levels (extrinsic motives, intrinsic motives and transcendental motives), otherwise the result would be intermotivational conflict characterized by putting one need against another (a material against an affective). For example, a student using various mechanisms or strategies can obtain excellent grades (extrinsic); However, she does not have personal satisfaction, because she feels she has not obtained the learning (intrinsic).
Therefore, there must be strategic mechanisms by the transcendental leadership of the teacher to encourage students to motivate quality, emphasizing the interior of people and that they have to develop it through personal efforts. Well, as they develop it, they will be able to self-control their own behavior, so that it is oriented towards achieving their own balance and personal maturity. The absence of this mechanism inexorably produces both personal internal chaos and its external consequence: social chaos. Álvarez and others (2001).
As a consequence, the scope of the universities, specifically in the schools of Education, of the Maracaibo municipality, Zulia state, does not escape the situation described above; referred in general lines to the lack of transcendental leadership of the teacher and the motivational quality on the part of the students.
In order to find valid solutions, it is proposed to explain the relationship between the transcendental leadership of the teacher and the motivational quality of the students of the education schools of the universities of the Maracaibo municipality, Zulia state.
2. FORMULATION OF THE PROBLEM
What will be the relationship between the transcendental leadership of the teacher and the motivational quality of the students of the Schools of Education of the universities of the Maracaibo municipality, Zulia state, for the second period of 2007?
3. OBJECTIVES OF THE INVESTIGATION
3.1. General objective
Explain the relationship between the transcendental leadership of the teacher and the motivational quality of the students of the Schools of Education of the universities of the Maracaibo municipality, Zulia state, for the second period of 2007.
3.2. Specific objectives
Identify the transcendental leadership of the university teacher
Analyze the transcendental leadership of the university teacher.
Identify the motivational quality of university students.
Analyze the typologies of the motivational quality of university students.
Establish the types of transcendental teacher leadership that discriminate the underlying factors in the motivational quality of university students.
Establish personal relationship guidelines for the development of the transcendental leadership of the teacher and the motivational quality of the university student.
4. RELEVANCE OF THE INVESTIGATION
From the practical point of view, it is necessary to promote the permanent development of the transcendental leadership capacities of the teacher, since it creates a greater positive influence on the students; encouraging motivational quality, which includes aspects such as: intrinsic motivation, intrinsic motivation and transcendental motivation. These aspects have a significant relevance to social relevance, thus justifying the conduct of this research.
In this sense, universities must face imposing challenges, undertake the most radical transformation and renewal that has ever been ahead, so that contemporary society, "which is currently experiencing a profound crisis of values, can transcend merely economic conditions and assume deeply rooted dimensions of morality and spirituality ”. UNESCO World Declaration on Higher Education in the 21st Century (1998: 18).
Similarly, this thesis has a practical scope, since higher education is characterized by generating actions aimed at professional improvement, specifically teachers. In this sense, a review of relevant documents that regulate the operation of universities in Venezuela is necessary, expressing compliance with actions for the development of teachers.
In this regard, the Law of Universities of the Republic of Venezuela (1970) in its article 1 establishes that "the university is fundamentally a community of spiritual interests that brings together professors and students in the task of searching for the truth and strengthening the transcendental values of man".
Another way to contribute to this research is by serving as a reference framework for other research that could be implemented, since at a methodological level a new instrument design called trans-quality is created for the collection and analysis of data, which helps to explain the relationship between leadership transcendental quality of the teacher and the motivational quality of higher education students.
Regarding the variables, from the theoretical point of view it constitutes a contribution to knowledge whose purpose is to search for the quality of the teaching-learning process; providing useful information for institutions of higher education. Well, they will develop aspects related to transcendental leadership and motivational quality, both topics originally based on the Perezlopian relational humanist anthropological theory, which are developed by Cardona and Chinchilla (2000).
For this reason, the transcendental leadership variable was selected, constituting an innovative topic in the educational field; Well, until now the most accepted theories in recent years is the one that distinguishes the transactional leadership style (autocratic) and the transformative leadership style (democratic), resulting in innumerable research works that reflect these styles; Completely ignoring that you can go further through transcendental leadership creating a deeper relationship with the collaborator.
Another relevant aspect is the development of an educational construct on transcendental leadership through factor analysis, resulting in dimensions such as: visionary, the follower interacts by transcendental motivation, knowing how to listen, proven integrity and service.
On the other hand, research and thesis projects have addressed aspects related to different theories that in one way or another lead to two types or levels of motives: extrinsic motives (these cover a material need such as rewards) and intrinsic motives. (seeking to satisfy a cognitive need such as learning). Therefore, the novelty of this thesis is to reach a third level or type of transcendental motivation (it covers an affective need), which together with the other two levels add up to the other variable to study: motivational quality.
5. DELIMITATION OF THE INVESTIGATION
The research is attached to the line of Teaching and Curriculum of the Doctorate in Educational Sciences of the "Rafael Belloso Chacín" University. It will last approximately two years, from September 2006 to July 2008 and will take place in the Schools of Education of the universities of the Maracaibo municipality, Zulia state.
This thesis delves into theories, concepts and innovations of the transcendental leadership of the teacher and the motivational quality of the students from the educational point of view. Based on both variables the humanist anthropological theory of Pérez López (perezlopiana). And developed in recent years with the relational leadership model of Pablo Cardona (2000).
Regarding the population, the aforementioned study will have two populations, which will be specified below: Population 1: Active university teachers for the second period 2007 of the Education schools of the public universities of the Maracaibo municipality, Zulia state. And population 2: Active students for the second period 2007 of the schools of Education of the public universities of the Maracaibo municipality, Zulia state.
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Bateman, T. and Snell, S. (2001) Administration. A competitive advantage. Mexico: McGrawHill. Fourth edition.
Cardona, P. (2000) Trascental Leadership. The leadership & Organization. Development Journal.
World Document on Higher Education in the XXI century: Vision and Action. UNESCO (1998).
Koontz, H. and Weihrich, H. (1998) Management: A Global Perspective. Mexico: McGrawHill. Eleventh Edition.
Morin, E. (2000) The seven knowledge necessary for the Education of the Future. Caracas. Coedition Faculty of Social Sciences. Central University of Venezuela.
Quero, V. personal interview. URBE, Maracaibo -Venezuela (May 2006).
Robbins, S. (1999) Organizational Behavior. Mexico: Pretince Hall Hispanoamérica, SA Eighth Edition.
Robbins, S. and Coulter, M. (1996) Organizational Behavior. Mexico Prtince Hall Hispanoamérica, SA
