Percepciones Cruzadas sobre Competencias Directivas en la Formación Docente: Comparación entre Estudiantes y Profesores de Educación Inicial

The purpose of this study was to analyze the perceptions of students and faculty in the Early Childhood Education program at the Universidad Nacional de Loja regarding the relevance, development, and preparedness in leadership competencies, with the aim of identifying similarities and differences that could contribute to strengthening teacher training. A quantitative approach with a descriptive-comparative cross-sectional design was applied, using a structured questionnaire validated by experts and administered to a sample of 56 students and 16 faculty members. Data were processed using non-parametric statistical analyses, which allowed for the identification of patterns and contrasts between both groups. The results revealed agreement in considering university education as the main pathway to leadership positions and in valuing the inclusion of these competencies within the curriculum. However, differences were found in the assessment of certain skills, such as assertive communication and planning, which were more strongly emphasized by students. The argumentative development allowed the interpretation that perceptions were influenced by both professional experience and the training received. It was concluded that it was necessary to integrate leadership competencies more systematically into the curriculum through specific modules, situated practices, and reflective processes, in order to strengthen educational leadership from the initial training stage and enhance the preparation of future education professionals.