Liderazgo pedagógico y habilidades blandas: evidencias desde la educación especial en Lima

The present study aimed to determine the relationship between pedagogical leadership and soft skills in teachers at special education institutions in Lima. A quantitative approach was adopted, with a non-experimental, cross-sectional design of correlational scope. A total of 101 teachers participated voluntarily. The instruments were validated by experts and Cronbach's alpha reliability test was applied, yielding 0.945 and 0.946, indicating high reliability. The results reveal a positive and significant relationship between pedagogical leadership and soft skills, indicating that a higher level of leadership in teaching management is associated with better development of social-emotional competencies. These findings are consistent with previous studies that highlight the role of pedagogical leadership in creating inclusive school climates and reducing barriers to learning. Therefore, teacher training should include strategies to strengthen both leadership competencies and soft skills, for the benefit of inclusive, quality education.