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The purpose of this study was to identify the main domains of neuroleadership in formal educational institutions in Montería, based on contemporary contributions such as those of Atencio Bravo et al. (2020), Avellán and Chávez (2022), Mieses Onofre (2024) and Zambrano and Meza (2024), who have highlighted the importance of integrating the principles of neuroleadership to strengthen educational management, organizational climate and the development of emotional and cognitive competencies in school leaders, among others. It was carried out with a quantitative approach within the positivist paradigm. The study was descriptive-inferential, and the design was non-experimental, cross-sectional. The population consisted of 25 subjects working in educational institutions in Montería. A 12-item questionnaire was designed and approved by five specialists. Cronbach's alpha coefficient was used to determine reliability, yielding r = 0.86 (very high reliability). Descriptive statistics and measures of central tendency (arithmetic mean and standard deviation) were used to interpret the data. In summary, the study showed that the neuroleadership focus regions were fairly well represented, with a moderate standard deviation compared to the population mean and moderate reliability. Similarly, decision-making was observed to belong to the present group, although problem-solving, teamwork, and emotional control showed some presence.

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Key Approaches to Neuroleadership: Perspective from the Public Educational Institutions of Montería

  • 会议论文

  • 发表日期：

    2026年

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  • Diana Patricia Eljach Hernández,
  • Leonardo Antonio Díaz Pertuz,
  • Helmer Muñoz Hernández,
  • Kavir Ala Oviedo Prioló,
  • Yamid Fabian Hernández Julio

摘要

The purpose of this study was to identify the main domains of neuroleadership in formal educational institutions in Montería, based on contemporary contributions such as those of Atencio Bravo et al. (2020), Avellán and Chávez (2022), Mieses Onofre (2024) and Zambrano and Meza (2024), who have highlighted the importance of integrating the principles of neuroleadership to strengthen educational management, organizational climate and the development of emotional and cognitive competencies in school leaders, among others. It was carried out with a quantitative approach within the positivist paradigm. The study was descriptive-inferential, and the design was non-experimental, cross-sectional. The population consisted of 25 subjects working in educational institutions in Montería. A 12-item questionnaire was designed and approved by five specialists. Cronbach's alpha coefficient was used to determine reliability, yielding r = 0.86 (very high reliability). Descriptive statistics and measures of central tendency (arithmetic mean and standard deviation) were used to interpret the data. In summary, the study showed that the neuroleadership focus regions were fairly well represented, with a moderate standard deviation compared to the population mean and moderate reliability. Similarly, decision-making was observed to belong to the present group, although problem-solving, teamwork, and emotional control showed some presence.