Medición cuantitativa del liderazgo servicial en la educación: Una revisión sistemática

• Gutember Peralta-Eugenio https://orcid.org/0000-0002-1177-6088
• Luis Miguel Henostroza-Billalobos https://orcid.org/0000-0002-0321-9249
• Mardel Morales-García https://orcid.org/0000-0002-6413-1072

DOI: https://doi.org/10.31876/rcs.v32i3.46096

Palabras clave: Liderazgo servicial, propiedades psicométricas, evidencias de validez, fiabilidad, estructura factorial

Resumen

El liderazgo servicial ha adquirido una relevancia creciente en el ámbito educativo debido a su énfasis en el desarrollo integral de las personas, la ética y el fortalecimiento de las comunidades académicas. Este estudio tuvo como objetivo analizar la medición cuantitativa del liderazgo servicial en el ámbito educativo mediante revisión sistemática. El diseño de revisión sistemática orientó la estrategia de búsqueda, teniendo como principales bases de datos consultadas Scopus y Web of Science. Tras aplicar los criterios de selección se incluyeron 24 estudios instrumentales. De estos estudios, el 83,33% realizó análisis factorial confirmatorio, el 45,83% incluyó análisis factorial exploratorio junto con análisis factorial confirmatorio, y el 16% llevó a cabo únicamente análisis factorial exploratorio. La fiabilidad se estimó principalmente mediante el alfa de Cronbach, aunque algunos estudios también emplearon el coeficiente Omega. La mitad de las investigaciones presentó evidencias de validez en relación con otras variables, tales como validez convergente, discriminante y de criterio. Esta revisión pone de relieve los principales hallazgos psicométricos y analiza sus implicaciones prácticas para el avance de estudios empíricos, evidenciando un creciente interés internacional por la medición del liderazgo servicial, lo cual se refleja en la diversidad geográfica, poblacional y metodológica de los estudios revisados.

Citas

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