ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 1. 2021 8 Original article Pedagogical Leadership within the Framework of Human Talent Management: A Comprehensive Approach from the Perspective of Higher Education in Ecuador M. F. Cejas Martíneza, b, D. J. Mendoza Velazcoc, d*, M. Navarro Cejase, J. P. Morales Corozof a National University of Chimborazo (UNACH) / Universidad Nacional de Chimborazo UNACH, Riobamba, Ecuador b University of the Armed Forces (ESPE) / Universidad de las Fuerzas Armadas ESPE, Latacunga, Ecuador c National University of Education (UNAE) / Universidad Nacional de Educación UNAE, Azogues, Ecuador, d University UTE / Universidad UTE, Quito, Ecuador, * derling.mendoza@unae.edu.ec e Regional Autonomous University of the Andes (UNIANDES) / Universidad Regional Autónoma de los Andes UNIANDES, Riobamba, Ecuador f Central University of Ecuador (UCE) / Universidad Central del Ecuador UCE, Quito, Ecuador Introduction. University higher education in recent decades has seen the need to participate in projects that lead to its evolution, transformation and adaptation to the demands of current times. The leading role of the teaching professional is becoming more visible in these changes, which is why it is considered that the recognition of it as a leader is of vital importance to transform reality. The study presented has as a general objective to study teacher leadership in the higher education system of Ecuador considering its leading role in the transformative participa- tion of educational processes. Materials and Methods. The research carried out was part of the development of the mixed or qualitative meth- odology. This was a two-phase sequential study. The first quantitative phase involved a questionnaire with de- scriptive analysis, applied the reliability with the Cronbach’s alpha coefficient. The qualitative phase consisted of an interpretative documentary analysis. Results. The results showed that most of the teachers surveyed do not recognize themselves as leaders, or at least are not known as leaders in some areas of the educational processes in which they participate. Teachers have three types of leadership: instructional, distributed and university. Discussion and Conclusion. At the present time the participation, commitment and responsibility in the area of competence of the university teacher, the educational leadership represented in the professional of university teaching, it is vitally important to move from discourse to action and active participation in the transformation of the realities. © Cejas Martínez M.F., Mendoza Velazco D.J., Navarro Cejas M., Morales Corozo J.P., 2021 УДК 378:316.46(866) DOI: 10.15507/1991-9468.102.025.202101.008-021 http://edumag.mrsu.ruISSN 1991-9468 (Print), 2308-1058 (Online) Контент доступен под лицензией Creative Commons Attribution 4.0 License. The content is available under Creative Commons Attribution 4.0 License. МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ / INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION https://doi.org/10.15507/1991-9468.102.025.202101.008-021 http://edumag.mrsu.ru INTEGRATION OF EDUCATION. Vol. 25, No. 1. 2021 9INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION Keywords: higher education, leadership, competences, educational organization, research management, university The authors declare no conflict of interest. For citation: Cejas Martínez M.F., Mendoza Velazco D.J., Navarro Cejas M., Morales Corozo J.P. Pedagogical Leadership within the Framework of Human Talent Management: A Comprehensive Approach from the Perspec- tive of Higher Education in Ecuador. Integratsiya obrazovaniya = Integration of Education. 2021; 25(1):8-21. DOI: https://doi.org/10.15507/1991-9468.102.025.202101.008-021 Оригинальная статья Педагогическое лидерство как сфера развития человеческих способностей: комплексный подход в системе высшего образования Эквадора М. Ф. Сехас Мартинес1,2, Д. Х. Мендоса Веласко3,4*, М. Наварро Сехас5, Х. П. Моралес Коросо6 1 Национальный университет Чимборасо (UNACH), г. Риобамба, Эквадор 2 Университет вооруженных сил (ESPE), г. Латакунга, Эквадор 3 Национальный университет образования (UNAE), г. Азог, Эквадор 4 Университет УТЕ, г. Кито, Эквадор, * derling.mendoza@ute.edu.ec 5 Региональный автономный университет Анд (UNIANDES), г. Риобамба, Эквадор 6 Центральный университет Эквадора (UCE), г. Кито, Эквадор Введение. В настоящее время вузы стремятся к деятельности, направленной на развитие, трансформацию и адаптацию системы высшего образования к требованиям современности. В связи с этим становится все более заметной роль членов профессорско-преподавательского состава, поэтому признание преподавате- ля в качестве лидера имеет большое значение для эффективности конструктивных преобразований. Цель исследования – определить основные качества педагога-лидера в системе высшего образования Эквадора, учитывая его ведущую роль в трансформации образовательных процессов. Материалы и методы. Проведенное исследование является частью разработки смешанной/качествен- ной методологии. Оно представляет собой двухэтапное последовательное исследование. Количественный этап содержал анкету с описательным анализом, где использовался коэффициент альфа Кронбаха. Дизайн анкеты подобран по типу шкалы Лайкерта. Сбор данных осуществлялся с помощью цифрового опроса. В выборке приняли участие 97 преподавателей. Качественный этап состоял из интерпретационного доку- ментального анализа. Результаты исследования. Полученные результаты показали, что большинство опрошенных препода- вателей не считают себя лидерами в тех областях образовательного процесса, в которых они участвуют. Респонденты выделили такие качества, как приверженность профессии и ответственность в области раз- вития педагогического лидерства. Авторы статьи определили три типа лидерства: педагогическое, распре- деленное и университетское. Обсуждение и заключение. Авторы предлагают создать в вузах структуры управления, способные эф- фективно разрабатывать и осуществлять проекты, направленные на развитие фундаментального ядра всей образовательной деятельности. Ключевые слова: высшее образование, лидерство, компетенция, образовательная организация, научно-ис- следовательский менеджмент, университет Авторы заявляют об отсутствии конфликта интересов. Для цитирования: Педагогическое лидерство как сфера развития человеческих способностей: комплекс- ный подход в системе высшего образования Эквадора / М. Ф. Сехас Мартинес, Д. Х. Мендоса Веласко, М. Наварро Сехас, Х. П. Моралес Коросо. – DOI 10.15507/1991-9468.102.025.202101.008-021 // Интегра- ция образования. – 2021. – Т. 25, № 1. – С. 8–21. https://doi.org/10.15507/1991-9468.102.025.202101.008-021 https://doi.org/10.15507/1991-9468.102.025.202101.008-021 ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 1. 2021 10 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ Introduction The higher education system, both natio- nally and internationally, is facing changes mo- tivated by the complexity and versatility that have  accelerated the transformation proces- ses. These are observable in different areas in a global way. Added to this, the diversification of specialized university demand and comple- mented with technologies, renews and breaks with traditional paradigms, which makes the Higher Education environment a challenging and key institution in the assimilation of these transformations for future professionals who will join the society with the skills developed in their training time [1]. The import of this can be seen in the dif- ferent global movements of the  last two de- cades to achieve quality, competitiveness, efficiency, productivity, social commitment, progress and innovation in the university edu- cation field, one of them being the World Dec- laration on higher education in the 21st cen- tury: Vision and Action, report that exposes: “... At the dawn of the new century, there is an unprecedented demand in higher education, accompanied by a great diversification of it, and a  greater awareness of the fundamental importance that this type of education has for sociocultural and economic development and for the construction of the future, for which new generations must be prepared with new skills and new knowledge and ideals (...)ˮ1. Likewise, in line with the above, there are the reports of the European Higher Education Area, with the Declaration of Bribery2 which set out as main objective the harmonization of the  architecture of the European higher education system, its national legibility and international with the professional integra- tion of the graduates3, the Bologna Decla- ration system4 based on qualification cycles and European cooperation to guarantee the professional quality of masters and docto- rates and establishment of a  credit system (ECTS), The incorporation of new elements during the Bologna process to respond to the challenges of economic competitiveness, the network of seminar organizations for quali- ty assessment, development of joint titles, use of the credit system, European mobility and lifelong learning5. On the other hand, the Tuning Latin America Project6; that aris- es from the experience of Europe, with the union of more than 135 European universi- ties for the creation of the European Higher Education Area, mentioned above [2]. In the case of Latin America, it is worth noting the Alfa Tuning project which begins, in its first phase in the 2004–2008 period, with the objective of identifying generic competences for university degrees in Latin America, with their respective specific com- petences in each area thematic and develop a  general diagnosis of Higher Education, among other important activities [3]. Quality education is always on a par with professio- nal skills [4]. All these movements and projects see- king to unify criteria regarding the quality, innovation and participation of the higher education system in society with plans were derived from those mentioned, directed to- wards the same objective [5]. It has been a  challenge for universities to incorporate these standards into their po- licies, structures and actions, due to the com- 1 UNESCO. Declaración mundial sobre  la educación superior en el siglo XXI: Visión y Acción [Electro- nic resource]. París: Biblioteca Digital UN ESDOC; 1999. Available at: https://unesdoc.unesco.org/ark:/48223/ pf0000116345_spa (accessed 03.05.2020). (In Span.) 2 Reports of the European Higher Education Area. Declaration of Bribery [Electronic resource]. 1998. Availab- le  at: https://www.unodc.org/documents/commissions/CCPCJ/CCPCJ_Sessions/CCPCJ_11/E-CN15-2002-06/E- CN15-2002-6_E.pdf (accessed 03.05.2020). (In Eng.) 3 Corcuera F. El Espacio Europeo de Educación Superior. Spain: University the Palmas of Gran Canaria; 2002. (In Span.) 4 The Bologna Declaration of 19 June 1999: Joint Declaration of the European Ministers of Education [Elec- tronic resource]. 1999. Available  at: https://www.eurashe.eu/library/modernising-phe/Bologna_1999_Bologna- Declaration.pdf (accessed 03.05.2020). (In Eng.) 5 Realising the European Higher Education Area. Conference of European Ministers Responsible for Higher Education [Electronic resource]. 2003. Available at: http://www.ehea.info/media.ehea.info/file/2003_Berlin/29/5/ Discussion-doctoral-mobility-EUA-1_577295.pdf (accessed 03.05.2020). (In Eng.) 6 Tuning Latin America I (2004–2007) [Electronic resource]. 2004. Available at: http://tuningacademy.org/ tuning-latin-america-i/?lang=en (accessed 03.05.2020). (In Eng.) https://unesdoc.unesco.org/ark:/48223/pf0000116345_spa https://unesdoc.unesco.org/ark:/48223/pf0000116345_spa https://www.unodc.org/documents/commissions/CCPCJ/CCPCJ_Sessions/CCPCJ_11/E-CN15-2002-06/E-CN15-2002-6_E.pdf https://www.unodc.org/documents/commissions/CCPCJ/CCPCJ_Sessions/CCPCJ_11/E-CN15-2002-06/E-CN15-2002-6_E.pdf https://www.eurashe.eu/library/modernising-phe/Bologna_1999_Bologna-Declaration.pdf https://www.eurashe.eu/library/modernising-phe/Bologna_1999_Bologna-Declaration.pdf http://www.ehea.info/media.ehea.info/file/2003_Berlin/29/5/Discussion-doctoral-mobility-EUA-1_577295.pdf http://www.ehea.info/media.ehea.info/file/2003_Berlin/29/5/Discussion-doctoral-mobility-EUA-1_577295.pdf http://tuningacademy.org/tuning-latin-america-i/?lang=en http://tuningacademy.org/tuning-latin-america-i/?lang=en INTEGRATION OF EDUCATION. Vol. 25, No. 1. 2021 11INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION plex nature of their identities, culture  and procedures that underpin their raison dʼêtre, even when they are in times of re-evaluations and reforms. The figure of the university tea- cher plays a  fundamental role in these pro- cesses of changes. In this dynamic of inno- vation and improvement towards quality, promoted by these movements and projects worldwide, adjusted to the current times, the teacher as a key factor in Higher Education plays a crucial role, his participation contains the edges of an implicit leadership or tacit in the different areas that make up this system, because the role of the teaching professional is unavoidable in the classroom, research and active participation agreed in social and insti- tutional plans and projects [6]. However, the  authors of this research through the years of practice in this profes- sion allude to this thematic field or to the relationship of leadership with teaching that the  approach is little used, little credible or little associated, even when the protagonistʼs participation in the processes of higher edu- cation cannot be denied [7]. It is spoken with ease of management, direction and even ma- nagement in teaching, but very rarely the term of leadership is used, as this tends to be attributed to managerial positions, to pow- er, hierarchy and influence, mostly private companies who seek an economic benefit or charismatic people who with their personali- ty run institutions or societies, but very rarely the teacher is placed in his role as leader [8]. It is understood that, for the purposes of this research, the authors assume the concept of leadership expressed by Vargas J. Lideraz- go “is the process aimed at  achieving the objectives of the organization through en- couragement and assistance to its members. The application of leadership transforms the ideal into realityˮ7. In this particular, uni- versity teachers in Ecuador are not in a po- sition to develop adequate  leadership to the new times, the higher education system lacks flexible processes, higher education is pro- vided for academic controls on the work of research, teaching and link, which responds to complex management [9]. Literature Review When referring to teaching leadership, the university professor is described as a fig- ure of influence before students, also someone who promotes the formation of new know- ledge through the development of research in conjunction with their peers, who is capable of guide their students to transform realities with the practice of what they have  learned theoretically through the work of linking and extension, in addition to this they have managerial, coordination or managerial posi- tions within their administrative work in the university institution to which they belong. In any of these roles, the teacher must have the ability to lead, it is a transformative enti- ty, so it must be recognized as such8. When you carry out effective leadership as a teacher, you are contributing not only to the educational organization, but  also, even more importantly, to the people who are part of the system. Through leadership, you have the opportunity to surrender to your profes- sion and make the most of the talents, skills and training that the educational process probably helped you develop, both as a stu- dent and as a professional9. It is well understood that  leadership has been a virtue that has been conferred on ma- nagers, politicians, social figures who have shown charisma and ability to influence oth- ers, in the same way it is a widely used term and that normally they are attributed to peo- ple in charge of an area or department within organizations. However, in teacherʼs case, it is not possible to forget that the majority are charismatic, therefore, it has a significant in- fluence on its students and the processes of the higher education system [10]. Types of leadership. In this order of ideas, it should be noted that there are many types of leadership and classifications due to the im- portance that this topic has taken for progress, innovation, changes and decision making in 7 Liderazgo V. J. Un enfoque moderno. Mexico: Varmel Editores; 2014. Available at: https://www.coursehero. com/file/32610220/LIDERAZGO-MODERNO-LIBROdoc (accessed 03.05.2020). (In Span.) 8 Zepeda S., Mayers R., Benson B. Call to Teacher Leadership. New York: Routledge Taylor & Francis; 2003. (In Eng.) 9 Ibid. P. 5. https://www.coursehero.com/file/32610220/LIDERAZGO-MODERNO-LIBROdoc https://www.coursehero.com/file/32610220/LIDERAZGO-MODERNO-LIBROdoc ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 1. 2021 12 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ organizations and institutions, however for the field university and very particularly to define or classify the role of the teacher in the sys- tem as a leader, it is necessary to go to a clas- sification that can define this role, maintaining the fundamental essence of the teacher as an educator under a  social responsibility, which in part is one of the commitments of the uni- versity education system according to L. Adie et  al.  [11]; L. Santamaría and A. Santama- ría [12] state that there is little literature avai- lable to identify and celebrate the positive at- tributes of the educational leaders of history, of the oppressed groups and those who identify with them, as well as the forms in that these individuals acquired conventional institutional access to create real change, an adequate the- ory is needed that pushes educational leaders to think about leadership for the social and jus- tice, through the lens of criticism. In view of the different roles that the tea- cher plays in the exercise of their functions, ranging from the fulfilment of their classes, to the field of research, the link with society or community and institutional administra- tive duties or commitments, leadership in each area it fluctuates from one typology to another, or from one perspective to another, therefore, its identification in the classroom will depend on its degree or level of respon- sibility in each of the specified areas. In this sense, establishing a classification would im- ply considering the teacher in each of their contexts and attributions. However, in gene- ral terms, the goal is to establish the perspec- tive of a professional capable of articulating, conceptualizing, creating and promoting spaces and possibilities for a critical and ef- fective change of the conditions that inhibit the improvement of and for all [13]. For the purposes of this article, the per- spective of transformational and transaction- al educational leadership will be taken into account, because the dynamics of higher edu- cation educational institutions are constantly permeated by internal and external factors that directly influence the work of the tea- cher [14]. Transformational leadership max- imizes team autonomy and leads to potential productivity, mainly because by performing the work correctly, followers also achieve personal goals [15]. It is common to relate the success of the motivation of his followers with the trans- formational leadership; however, it has been shown in different studies that followers generally prefer direct reward for the results obtained. So, the predilection points to the transactional leadership, being this an im- portant component for the followers when they are projected in the long term, the direct reward goes to the background they choose to grow personally, transform their lives and reach their goals [16]. On the other hand, transformational lead- ership has a  direct effect on the quality of Higher Education, teachers who practice this style of leadership have the ability to perme- ate their students with shared knowledge, it should be noted that it has four dimensions: 1. Intellectual stimulation (the  ability of a  leader to arouse intellectual curiosity among his followers, is one of the variables that serves as an indicator to know the  le- vel of knowledge shared by the members of a team, and therefore an indicator Indirect of transformational leadership); 2. Individual consideration (review each situation individually in different circum- stances); 3. Inspirational leadership (followers feel valued; and finally, there is the idealized in- fluence related to the charism, which arises from an identification emotional among the group leader and his associates); 4. Idealized influence [17]. Pedagogical leadership. Unlike  a  com- pany with a  traditional economy, educatio- nal centres have  as their characteristic the challenge of offering a  service that tran- scends the scenarios of their own value pro- posal  [18]. This is why, when studying the concept of pedagogical leadership, the need is generated to address what is implied by the management of work teams in order to achieve the goals that  lead an entire educa- tional organisation to materialise its vision, This means that the  leader must have  a  set of skills that are additional to the daily tasks of a  leader working in a daily organisation, representing a challenge that requires a broad knowledge of the educational environment, the educational systems, educational admin- istration and the work of teaching itself [19]. INTEGRATION OF EDUCATION. Vol. 25, No. 1. 2021 13INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION This document therefore  addresses two specific perspectives that allow pedagogical leadership to be identified according to [20]. Educational management acquires an added value in the management of an educational institution: a) Pedagogical leadership from the ma- nagement functions. b) Pedagogical leadership and its contri- bution to the development of human capital. This leadership allows followers to trust their leaders, so that they obtain a good level of adherence to their proposals, making them identify and trust them and their orientation. There is also the  leadership Laissez Faire, which is potentially harmful in the process of formation of Higher Education, generat- ing professionals with lower quality due to the absence or indecision of the teacher in de- cision making and the lack of motivation of the students, they will have a direct negative influence on the processes within the higher education system [21; 22]. Taking into account the  above, both teachers and university educational institu- tions must exercise a pedagogical leadership that  allows them to have  a  vision towards joint construction, to transcend from theory to practice, assuming with responsibility the tasks entrusted and necessary for this purpose. Understand that the structures must be flexi- ble towards the  adaptability and promotion of changes for the renewal, innovation and incorporation of updated strategies that allow the preparation of high-level professionals to society, capable of effectively responding to each of the scenarios that are I present him. Similarly, it should be noted that following the statements made by the Organization and Personnel Management regarding the pro- fessionalism of the person responsible for human talent in organizations, the charac- teristics inherent to leadership must address, among other aspects, the sense of justice, that is, the need to inspire confidence, the sense of discretion of secrecy, that is, the teacher must consider being more reserved when act- ing before students, the ability to intelligently defend the interests of the university institu- tion, that is, consider an objective position but at the same time, where the regulations of the institution prevail, and, finally, the abili- ty to act in a balanced way between students to generate  a  climate  appropriate to the de- mands of the current condition that governs higher education in the world. Materials and methods Research Design. The research had a  mixed or multi-method approach, which is nothing more than the combination of the quantitative with the qualitative. The research design corresponds to the explanatory-se- quential design (DEXPLIS), characterised by [19], by a first stage in which quantitative data are collected and analysed. Then qual- itative data is collected and evaluated. The mixed study occurs when the initial quantita- tive results allow for continuity in the collec- tion of the qualitative data. It should be noted that the second phase builds on the results of the first phase. The  authors propose that the research scheme is a scientific alternative for complex studies, by integrating quantitative and qual- itative methods, until it becomes a  process that allows deep and substantive knowledge. The research is deployed from a  quantita- tive  approach, supported by a  set of objec- tives and questions posed to a qualitative ap- proach, which will provide in two phases the results that formalize the paradigm of the mixed research method. The first phase is a quantitative study. The second phase is a qualitative study. Research paradigm. According to the mixed method of study, the research is as- cribed to the Interpretative-Humanistic Par- adigm, because through the techniques of survey, documentation, enquiry and search for information the facts or phenomena that  are carried out in the educational con- text are increased. This meant the search and analysis of leadership and the competencies of human talent in Ecuadorian higher edu- cation. In this perspective, M. Tamayo and M. Tamayo consider the humanist paradigm as patterns of behaviour and attitudes, know- ledge, values, skills and beliefs10. All these skills are shared by the members of a society, 10 Tamayo M., Tamayo M. El proceso de la investigación científica. México: Limusa; 2009. (In Span.) ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 1. 2021 14 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ the school and the classroom being also con- ceived as societies. Likewise, the multi-method approach of the research, admitted the diversity of sets and theories that are necessary as techniques to approach the study and solve the prob- lematic reality, a product of multiple factors, among which the leadership and the manage- ment of the human talent stand out. Quantitative research phase. As a  first phase of the study, quantitative research was applied. C. Sabino establishes that the quan- titative study determines the strength of as- sociation or correlation between variables11. The generalization and objectification of the results through a sample, allows making in- ferences to a  population from which every sample comes. The quantitative method as an initial part of the research referred to the measurement of the study variables, through a  numerical relationship. After the  associa- tion of data, questions were raised in a way determined by the research objectives. Population and sample. The population according to [23], is the set of all the elements that share a common group of characteristics. They also form the universe for the purpose of the problem. Therefore, this study presents as a population group, higher education tea- chers in Ecuadorian universities. For the sample, the intentional non-prob- abilistic selection was applied. According to D. Mendoza et al., the most common el- ement in obtaining a  representative sample is random selection [24]. Each individual in a  population has an equal chance of being chosen. Sixteen representative universities in Ecuador were chosen. 8 public universi- ties and 8 private universities. The following conditions, to choose the teachers were: to be  a  university teacher. To have 5 years of service or more. To fulfil the role of teacher and researcher. In this way, 6 teachers were chosen from 15 universities, for a subtotal of 90. The total was 97 teachers as a sample. Research techniques and instruments. The digital survey was used as a  data col- lection technique. Due to the quarantine sea- son and health prevention measures of the Covid-19, the researchers cannot  approach the respondents. A  questionnaire was used as a  data collection instrument. The design of the questionnaire was Likert scale type. W.  Wiersma and S. Jurs define the Likert scale  as a  psychometric scale12. The use of the Likert scale is common in questionnaires, widely used in research surveys, mainly in the social sciences (see Fig. 1). The questionnaire had 11 questions. Each question emphasized leadership and hu- man talent management. Each question had five answer options. The first answer option was “I totally agreeˮ with a value of 5. Then “I agreeˮ with a value of 4. The  last option was “Totally disagreeˮ with a value of 1 point. Reliability of the instrument. To establish the reliability and precision of the results, the Cronbachʼs alpha statistic coefficient recom- mended by  [23] was applied. A  diagnostic pilot test was applied with 5 teachers. The results gave a Cronbachʼs alpha reliability of 0.862 considering a reliable type value. Technique of analysis of the results. To achieve  a  greater comparative versatility in the results and to be able to visualize the perspective of the teachers in terms of the recognition of their leadership within the in- stitution, a descriptive analysis was applied. The variables were leadership and educatio- nal management, these were described in the questionnaires and studied based on percent- ages. The results gave rise to a more in-depth qualitative analysis. Qualitative research phase. In verifying and analysing the data obtained quantitative- ly through the questionnaire, the information was compared using the qualitative approach. Research design. The design of the study was of a  documentary nature, and books, publications and reports were reviewed at na- tional and international level. The phenome- nological study method was used, according to  [24] it refers to the study of phenomena as they are experienced, lived and perceived by the individual. It is focused on the study of experiential realities, being the most suit- able to study and understand the experiential structure of the teacher. 11 Sabino C. El Proceso de Investigación. Venezuela: Panapo; 2007. (In Span.) 12 Wiersma W., Jurs S. Research Methods in Education: An Introduction. Pearson: London; 2008. (In Eng.) INTEGRATION OF EDUCATION. Vol. 25, No. 1. 2021 15INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION Techniques and analysis of qualitative results. By linking the experiences and the study of leadership, the science of know- ledge is provided by the phenomenological method. In this sense, by founding sciences related to the human being, in terms of the qualities of his human development, natural phenomena are adapted to the educational re- ality. Analysing and describing them coldly, without passion and emotion, from the per- spective of the researchers, the facts, in order to obtain universal meanings and structures were contextualized in the daily practice of education. Phenomenology, as a special me- thod of research, applied the technique of interpretative analysis. The interpretive tech- nique offered an explanatory process with the  aim of fulfilling the general objective National University of Chimborazo UNACH Research: __________ Data: ___/___/___ Options N Question I totally agree Agreed Neither agree nor disagree Partially disagreeing Strongly disagree 5 4 3 2 1 1 Teaching is an activity inherent to leadership 2 You need to be a leader to influence a community 3 Research is an activity that involves leadership 4 Teaching deserves leadership attitudes 5 Only the manager, coordinator and supervisor is a leader in this institution 6 I recognize myself as a leader when I am in the classroom 7 The leadership that I exercise in the institution is not of great relevance 8 In this institution the teacher is the protagonist of the process 9 Leadership is a concept far removed from the educational sphere 10 In this institution the teacher is not considered a leader 11 Leadership is only for managers F i g. 1. Questionnaire applied to teachers participating in the study 13 Ibid. of studying the leadership of teachers in the higher education system, from its recognition in the transforming participation of educatio- nal processes. For the specific analysis of the informa- tion, the procedure of the grounded theory was executed, which according to W. Wi- ersma and S. Jurs, figures that the theory emerges grounded from the data13. It is thus clarified that there is no single procedure to carry out content analysis in mixed research, and therefore it is not linear, so that when the study begins, the researchers know its begin- ning, but it was of changes in the certainty of the closing path. Due to the sequential type of research, the teacher triangulates and con- trasts the quantitative and qualitative results, putting imagination and creativity into play. ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 1. 2021 16 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ Results After the survey was completed, we pro- ceeded to analyze  and interpret the results, then, we will find highlights of the study, spe- cifically 11 questions of the 32 that were made to know the perception, commitment, typolo- gy and recognition of the teacher as a  lead- er in the higher education system, taking as a reference a university institute of Ecuador. The combined chart shows that 64% of teachers on average think that they totally agree and agree that only the manager, coor- dinator and supervisor is a leader in the uni- versity institution under study. On the other hand, 67% totally agree  and agree that tea- ching merits leadership attitudes and 46% that it is necessary to be a leader to influence the community (see Fig. 2). However, 54% of teachers think that they partially disagree and strongly disagree that teaching is an activity inherent in leadership and 66% partially dis- agree  and strongly disagree that research is an activity that involves leadership. What is evident in these findings about the separation of some activities exercised by teachers and not all considered attributable to leadership. F i g. 2. Survey results: Leadership 23 31 15 10 21 21 21 12 10 36 19 37 22 12 10 15 15 2 36 31 14 21 1 10 54 0 20 40 60 Teaching is an activity inherent to leadership You need to be a leader to influence a community Research is an activity that involves leadership Teaching deserves leadership attitudes Only the manager, coordinator and supervisor is a leader in this institution I totally agree Agreed Neither agree nor disagree Partially disagreeing Strongly disagree INTEGRATION OF EDUCATION. Vol. 25, No. 1. 2021 17INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION In the graph presented, the results show that the teachers surveyed agree  and totally agree, in 66% that they recognize themselves as leaders when they are in the classroom, 57% that in the institution the teacher is not as- sumed as leader and 57% that  leadership is only for managers (see Fig. 3). On the other hand, they partially disagree and strongly dis- agree in 46% that the leadership that they ex- ercise in the institution is not significant, 54% that in the institution the teacher is a protago- nist in the processes and in 46% that the Lead- ership is a concept away from the educational field. What evidences some contradictions regarding the results of the previous graph, placing the institution as a responsible party F i g. 3. Survey results, Educational Leadership 13 20 27 18 12 23 18 26 27 28 22 14 2 10 15 18 9 5 31 13 19 15 32 14 36 31 12 22 25 43 0 20 40 60 I recognize myself as a leader when I am in the classroom The leadership that I exercise in the institution is not of great relevance In this institution the teacher is the protagonist of the process Leadership is a concept far removed from the educational sphere In this institution the teacher is not considered a leader Leadership is only for managers I totally agree Agreed Neither agree nor disagree Partially disagreeing Strongly disagree in the action towards teacher leadership, an- other contradiction is evidenced regarding the teacherʼs position in the classroom, he feels like  leader, but not It is recognized as such. And regarding the concept of leadership, they mostly consider this to be a concept far from education, which is more associated with the field of management and organizations. Phenomenologically, researchers can argue that the  leadership of the professor is reflected only when he or she  assumes a  managerial position. The characteristics and competencies required to become a di- rector, or a rector are the usual figures repre- senting school leaders, designed by training programmes [25]. ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 1. 2021 18 МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ However, it is necessary to understand how a  teacher can exercise his or her own leadership, as a  teacher. This consideration makes its way into approaches to instruc- tional leadership, pedagogical leadership or leadership for learning, shared or distributed. These different types of leadership coincide in considering the teacher as a key instrument for improving teaching and learning, and they maintain that one of the main objectives of their management work is to achieve their professional development. The growth of autonomy in universi- ties implies a  change in the type of leader- ship [26]. Educational leaders have a higher level of responsibility and accountability. Therefore, it is more necessary than ever to create effective  leadership structures at uni- versities. They are capable of promoting and executing university projects efficiently, so that their projection finally reaches the fun- damental nucleus of all educational action: the work of the classroom with the students. Teachers are  a  key element in this process. Promoting the development of teachers is therefore one of the main tasks of managers. Discussion and Conclusion In the presentation of the analysis and re- sult of the bibliographic review and the ap- plication of the instrument for collecting information and /or data, important findings regarding the teacherʼs position regarding leadership, certain inconsistencies in the results, product can be visualized. of some related questions that yielded opposite re- sults as partially disagreeing and totally dis- agreeing that teaching is an activity inherent to leadership and 66% and agree or totally agree, in 66% that they recognize themselves as leaders when they are in the classroom, this inconsistency, among others generated in the course of the investigation, states that the conceptualization of leadership for some teachers is not clear and that for others it has a  responsibility that they are not willing to assume, due to the level of commitment they acquire with themselves, the educational pro- cess and the institution to which they belong. Similarly, the lack of leadership commitment in the institutions is demonstrated by [27; 28] due to overwork. In these terms, supported by the re- searchersʼ interpretative  analyses, one of the factors influencing this position is the fact that a large proportion of the staff of the teachers surveyed serve on a contract basis, which involves a  commitment  and effort to do their work in the best possible way, but not necessarily an involvement with the insti- tutional processes, which is why the result of the question is justified regarding a 54% dis- agreement that in the institution the teacher is the protagonist in the processes, because obviously many of them are not identified, of course that to reaffirm this observation, it is necessary to deepen in other related aspects, by way of discussion it is necessary to limit what has been collected on the subject. On the other hand, 46% disagree that lead- ership is a concept far from the educational field, many recognize that this meaning can be part of the higher education system, and that, therefore, although there is little recog- nition of the profession of teaching with him, some of his characteristics are attributable or considered attributable. Researchers can emphasize three types of leadership present in Ecuadorian univer- sity education. Instructional leadership that considers the teacher as a leader, in the class- room and outside it. It influences the creation of a  culture that promotes learning and an organisation at the service of learning. Tea- chers, who are considered leaders because they are experts in teaching and learning, develop learning communities through their work. These teachers inspire practices of ex- cellence and participate with commitment in the promotion of the University. The second type of leadership is distrib- uted. The distributive  leadership modality responds to a  context in which organisa- tional changes, attention to the dynamics of social interactions, the configuration of networking, the horizontal and vertical flow of knowledge, information and communica- tion converge. The third type of Leadership is the University one. It stands out  as the final point of instructional leadership. It is proposed as a broader vision of the develop- ment of learning. Furthermore, it is an eco- logical perspective in which more subjects are included than students and more issues INTEGRATION OF EDUCATION. Vol. 25, No. 1. 2021 19INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION than student and teaching results. Learning is related to organization, professionalism and leadership. As a conclusion, at the present time the participation, commitment and responsibility in the  area of competence of the university teacher, the educational leadership represent- ed in the professional of university teaching, it is vitally important to move from discourse to action and active participation in the trans- formation of the realities, under this perspec- tive it is possible to use all the competences framed in the process of training of the uni- versity by the teacher, taking into account an active participation that reflects the multiple options derived from the role in the class- room by of the teacher, in addition to being a key factor in the formation of skills for fu- ture professionals who also require speciali- zed conditions beyond knowledge, skills and abilities generating tools to assume  a  more complex and global world. REFERENCES 1. Du Plessis A., Carroll A., Gillies R. 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About the authors: Magda Francisca Cejas Martínez, Researcher, Department of Social Sciences and Economics, National University of Chimborazo (UNAСH)  / Universidad Nacional de Chimborazo  UNAСH (89 Avenue Antonio José de Sucre, Riobamba 060150, Ecuador), Researcher, University of the Armed Forces (ESPE) / Universidad de las Fuerzas Armadas ESPE (39 St. Manuel de Jesús Quijano y Ordoñes, Latacunga 050150, Ecuador), Ph.D., ORCID: https://orcid.org/0000-0002-0618-3608, Researcher ID: G-8211-2019, mfcejas@espe.edu.ec Derling Jose Mendoza Velazco, Research Professor, National University of Education (UNAE)  / Universidad Nacional de Educación UNAE (54 Chuquipata St., Azogues 030154, El Cañar, Ecuador), Researcher, University UTE / Universidad UTE (Ave. Mariscal Sucre n/n and Mariana de Jesús, Quito 170129, Equador), Doctor in Education, ORCID: https://orcid.org/0000-0001-8275-3687, Scopus ID: 57205188813, Researcher ID: N-1162-2018, derling.mendoza@ute.edu.ec Mercedes Navarro Cejas, Research Professor, Regional Autonomous University of the Andes (UNIANDES)  / Universidad Regional Autónoma de  los Andes  UNIANDES (284 Avenue E30, Quevedo, Riobamba 060150, Ecuador), ORCID: https://orcid.org/0000-0003-4377-7250, Researcher ID: G-8196-2019, ur.mercedesnavarro@uniandes.edu.ec Juan Pablo Morales Corozo, Researcher, Central University of Ecuador (UCE) / Universidad Central del Ecuador UCE (P12 Avenue Baltra, Campus miraflores, Santa cruz Island, Galápagos 170526, Ecuador), MSc., ORCID: https://orcid.org/0000-0002-4538-4488, j.p.shevarojo@gmail.com https://doi.org/10.1080/13603124.2020.1744734 https://doi.org/10.1080/13632434.2020.1731685 https://www.uca.ac.cr/wp-content/uploads/2017/10/Investigacion.pdf https://doi.org/10.1080/13562517.2013.860099 https://doi.org/10.1080/03075079.2013.801428 https://doi.org/10.1080/03075079.2013.801428 https://doi.org/10.1080/10691898.2020.1720552 https://doi.org/10.2478/mjss-2018-0137 https://www.researchgate.net/publication/293690244_The_Critical_Phenomenological_Research_Methodology_Based_on_Merleau-Ponty's_Philosophy https://www.researchgate.net/publication/293690244_The_Critical_Phenomenological_Research_Methodology_Based_on_Merleau-Ponty's_Philosophy https://www.researchgate.net/publication/293690244_The_Critical_Phenomenological_Research_Methodology_Based_on_Merleau-Ponty's_Philosophy https://doi.org/10.1590/s1678-4634201709162034 https://doi.org/10.1177/1741143220979711 https://doi.org/10.1111/hequ.12274 http://www.researcherid.com/rid/G-8211-2019 https://www.scopus.com/authid/detail.uri?authorId=57205188813 http://www.researcherid.com/rid/N-1162-2018 http://www.researcherid.com/rid/G-8196-2019 https://orcid.org/0000-0002-4538-4488 INTEGRATION OF EDUCATION. Vol. 25, No. 1. 2021 21INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION Contribution of the authors: M. F. Cejas Martínez – critical supervision; planning and supervision of work; writing the main conclusions; analysis of educational theories; critical reading of theoretical substantiations; contrast of theories; study conception. D. J. Mendoza Velazco – reading supervision; scientific management; drafting of theoretical discussions of higher education; review of bibliographic citations and web links; research of educational models. M. Navarro Cejas – writing and revision of English literature; revision of educational theories; development of the methodology. J. P. Morales Corozo  – documentary analysis and writing; preparation of the initial version of the text; educational competencies research. All authors have read and approved the final manuscript. Об авторах: Сехас Мартинес Магда Франcиска, профессор департамента социальных наук и экономики Нацио- нального университета Чимборасо (UNAСH) (060150, Эквадор, г. Риобамба, Авеню Антонио Хосе де Сукре, д. 89), исследователь Университета вооруженных сил (ESPE) (050150, Эквадор, г. Латакунга, ул. Мануэля де Хесуса Кихано-и-Ордоньеса, д. 39), доктор философии, ORCID: https://orcid.org/0000-0002-0618-3608, Researcher ID: G-8211-2019, mfcejas@espe.edu.ec Мендоса Веласко Дерлинг Хосе, научный сотрудник Национального университета образования (UNAE) (030154, Эквадор, Эль-Каньяр, г.  Азог, ул.  Чукипата, д.  54), исследователь Университета УТЕ (170129, Эквадор, г. Кито, Авенида Марискаля Сукре б/н и Марианы де Хесус), доктор педагогики, ORCID: https://orcid.org/0000-0001-8275-3687, Scopus ID: 57205188813, Researcher ID: N-1162-2018, derling.mendoza@ute.edu.ec Наварро Сехас Мерседес, преподаватель-исследователь Регионального автономного универси- тета Анд (UNIANDES) (060150, Эквадор, г.  Риобамба, Кеведо, Авеню E30, д.  284), ORCID: https:// orcid.org/0000-0003-4377-7250, Researcher ID: G-8196-2019, ur.mercedesnavarro@uniandes.edu.ec Моралес Коросо Хуан Пабло, исследователь Центрального университета Эквадора (UCE) (170526, Эквадор, Галапагосские о-ва, о. Санта-Крус, Кампус Мирафлорес, Авеню Бальтра, P12), магистр, ORCID: https://orcid.org/0000-0002-4538-4488, j.p.shevarojo@gmail.com Заявленный вклад авторов: М. Ф. Сехас Мартинес – научное руководство; планирование; основные выводы; анализ педагогиче- ских теорий; критическое прочтение теоретических обоснований; сравнение теорий; разработка концеп- ции исследования. Д. Х. Мендоса Веласко – научное руководство, критическое прочтение текста статьи; обобщение тео- ретических дискуссий о высшем образовании; обзор библиографии и веб-ссылок; исследование образо- вательных моделей. М. Наварро Сехас – написание и доработка текста статьи; изучение педагогических теорий; разработ- ка методологии. Х. П. Моралес Коросо – документальный анализ и написание первоначальной версии текста; иссле- дование образовательных компетенций. Все авторы прочитали и одобрили окончательный вариант рукописи. http://www.researcherid.com/rid/G-8211-2019 https://www.scopus.com/authid/detail.uri?authorId=57205188813 http://www.researcherid.com/rid/N-1162-2018 http://www.researcherid.com/rid/G-8196-2019