Desde el aula: la influencia del liderazgo docente y la motivación autónoma en el compromiso académico de los estudiantes

The present study analyzed the relationships between autonomous motivation, types of teacher leadership, and academic engagement. The sample consisted of 324 secondary school students aged between 10 and 13 years (M = 12.88 years, SD = 1.52) from six public secondary schools located in different areas of the State of Durango. The multiple linear regression results indicate that autonomous motivation and teacher leadership oriented towards relationships enhance students’ academic engagement. Additionally, task-oriented teacher leadership positively impacts academic engagement, albeit to a lesser extent compared to autonomous motivation and relationship-oriented leadership. Contribution: It is concluded that autonomous motivation, relationship-oriented leadership, and task-oriented leadership are predictors of academic engagement among secondary school students.