Parris and Peachey (2013), have guided the evaluation of some aspects of server

leadership, although without constituting true conceptual advances. Specifically, they

show that, of the 39 studies they have reviewed, 27 are based on a wide variety of
dimensions and characteristics of the server leader and only 12 studies focus on the
conceptual and methodological proposals of Spear or Laub; In addition, 37 of them
share the definition of server leadership based on the original Greenleaf description,
subsequent developments are not yet integrated into the theory's core.

Castillo et al. (2014, p 14), an investigation was conducted on “leadership styles,

communication and conflict management”. Its objective was “to identify the styles of
leadership, communication and conflict management developed in the private sector,
of a company dedicated to the sale, distribution, attention and service to clients in its
different departments”. He presented as conclusions: “There is a correlation in some
styles between the two companies, the values of the correlation coefficient are close
to zero, which indicates that the variables have an almost zero linear relationship.
Another conclusion was that, the t-student test the private and public entity in terms
of leadership styles, communication and conflict management. ” "It considers the
lucrative and non-profit factor important in terms of achieving objectives and goals in
the organization."

Fernández (2015, p12), in his thesis entitled “Relationship between the

Management Style of the management staff of the Basic Schools of Alta Gracia de
Orituco of the 3rd Stage and the Institutional Climate of these Institutions, Aragua”,
tries to establish a relationship between the Management Style of the management
staff of the Basic Schools of Alta Gracia de Orituco of the 3rd Stage and the
Institutional Climate of said institutions; with the hypothesis, that there is a positive
relationship between them. Their conclusions are: The leadership style Let Do, Let
pass was positively related to the level of informal communication, determining that
one of the elements of the director is to let things be said as they can be better
organized as it is left to the free organization of the groups within the school.
Percentage, it was found that there is a relationship between the management aspect
and the motivation sub-dimension, it concludes that the relations are positive with
the level of institutional fellowship. If the predominant management style is "laissez
faire", this means practically abandonment or misgovernment of these institutions by
their managers. This is manifested in the fact that, in addition to being informal, there
is no clear definition of the type of communication they use, and for this same reason,
it is not expected that there is motivation of managers towards their subordinates.

Borja y Gaibor, (2014, p. 13), supported the thesis entitled “The Educational
Leadership in Institutional Management of the Manuel de Echeandía School, in the
city of Guaranda, at the State University of Bolívar to obtain the Master's Degree in
Educational Management. Bolívar province for the period "2012-2013". It is a basic
type research of non-experimental design descriptive level, having applied a
questionnaire to the work sample made up of agents of the institution such as
teachers and students, and I reach the following conclusion: An Educational
Institution needs a director who Be a leader, be able to direct, and clarify the forms
of work, the level that is intended to be found in a given time of work as well as the
type of investment and effort of the personnel assigned to the task. Regarding the
research, we agree that the leadership of the Director plays a very important role
since He is the transformational, transitional and controlling facilitator, it is currently
happening in almost all schools in an institutional management which must be
expanded with serious and viable techniques and instruments.

Saravia (2015, p 8) in the thesis entitled “Characterization of the types of

leadership used by directors of effective schools in the Caracas metropolitan area”
carried out at the Andrés Bello Catholic University of Caracas, aims to determine the
different types of leadership used in four effective schools in the Caracas
Metropolitan area. In this investigation the quantitative method was used, in which
we proceeded to measure the factors that concern leadership against the problem of
effective schools; The proposed design is descriptive, however, aspects of qualitative
analysis were used to understand the scope of the problem. The conclusions found
are that the institution through pedagogical action and teacher intervention are
focused on finding aspects that develop social life

teacher and students, since it is their responsibility to achieve optimal development

in the institution.

Lozado (2013, p. 12) carried out the thesis called “Impact of leadership styles in
the Institutional Climate of the Baccalaureate of the María Auxiliadora de Riobamba
Educational Unit”, sustained at the Salesian National Polytechnic University, having
as a general objective to determine the impact that leadership styles have on the
institutional climate of the Baccalaureate of the María Auxiliadora de Riobamba
Educational Unit and concludes that the leadership styles practiced in the institution
affect the institutional environment since there is a direct relationship between the
human element and its well-being . In the same way he found that within the
leadership styles, both students, teachers and parents declare that there is a high
degree of transformational leadership in the institution, they ensure a good
motivation and communication that is a strength in both. Leadership styles in
Institutional Climate

Zamora (2013, p. 12) conducted an investigation entitled: "Leadership in

Organizational Climate and its Impact on Value Creation", reaching the following
conclusion:

If the attention is focused on the people who report, creating a pleasant work
environment, if there is concern for their personal and professional development and
growth, and a true team is able to develop, the result will be a better performance of
their area, department or company; which will result in the creation of value: reduction
of errors due to negligence in tasks, less severe working hours, better standard of
living, more lasting friendship and, why not, greater increase in compensation,
bonuses and salaries, for the improvement of the results obtained in production,
distribution and sales.
 Zamora (2013, p 18) carried out the study on “leadership and organizational
culture”. This was carried out under a correlational design, working in 10 educational
institutions in Puerto Ordaz, with a sample of 380 directors, using the leader's work
questionnaire and the organizational climate questionnaire, prepared by the author
of the research, concluded that in the educational area the organizational culture is
in the process of strengthening and depends on the level of leadership that the
authorities exert, to achieve the mission and institutional vision. On the other hand,
an amplitude is needed in the dynamic exercise of leadership, where there is a higher
level of participation.

studio de corte transversal basado en encuestas en

1. National Background:

2. Matos (2015) investigated “the predominant leadership style in teachers of

the primary level of educational institutions Network No. 08 Callao Region”.
A sample of 168 teachers from 9 educational establishments was taken. The
research is of a basic type, its design was simple descriptive, transversal,
quantitative in nature. "The Leadership Styles Questionnaire of (CELIDE-A)
by Morales - Molero was applied to the participants, which considers three
leadership styles determined by Bernard Blass." He concludes that the
predominant style in teachers was transformational leadership.

3. Quispe (2014) investigated “the relationship between the

leadership style of the Director and the teaching performance in the public
educational institutions of the 2nd. Villa El Salvador sector of the UGEL 01
San Juan de Miraflores, in 2012 and 2013 ”. “It was a descriptive
correlational study, it took a sample of 156 teachers and 364 students from
both populations.” He presented as conclusion: “1) The style of leadership
that prevailed was the authoritarian, followed by the democratic and liberal
style. 2) that there is a relationship between the director's liberal leadership
style and teacher performance. Therefore deduces that the leadership of the
direct influences the teaching performance. 3) The dominant leadership style
is the authoritarian leadership style allowing other styles to influence its
management. ”

4. Padilla (2015, p 13), in his research work: “Perception of teachers,

administrators and students on Leadership and Organizational Culture at the
Antenor Orrego Private University”. It concludes, among others:

5. - “In the skills of strategic leadership leadership, cohesion, negotiation and

decision-making, the most common response is that of indeterminacy. That
is, the audiences studied do not recognize these skills in themselves. ”

6. - "In relation to the important ability of motivation and as they perceive it, our
target audience, flatly expressed itself to disagree (ED)".
7. - “On what style our target audience perceives is being developed in UPAO,
we can say that there is no strong recognition towards which style was
developed categorically, but there is an inclination towards the leadership
leadership style. This style is recognized by both teachers, administrators
and students. There is also uncertainty or indeterminacy in relation to
whether the leadership is focused on the person or production. ”

8. Bohuytron (2014, p 15), in his research paper “Relationship between

leadership styles of the rector and the institutional climate of the main
seminary of San Carlos and San Marcelo in the city of Trujillo. New Proposal
”, concludes the following:

9. - Leadership is a function of the relationships that exist between people of a

certain social structure or organization, regardless of the examination or
evaluation of a series of individual characteristics. The leadership style of
the Rector of the Major Seminary Sn Carlos and San Marcelo is democratic.
The democratic leader acts in coordination with the group and promotes the
consensus and participation of the majority. ”

10. - “The Institutional Climate is one of the fundamental pillars in Business

Management. The Institutional climate in the Major Seminary of San Carlos
and San Marcelo is favorable to good social life. The favorable institutional
climate in an organization or company contributes to the achievement of
institutional objectives. ”

11. - “The correlation treatment carried out between the Rector's leadership and
the Institutional climate is highly significant.”

12. - Medina (2015, p12) in his thesis Relationship between Organizational

Culture and Institutional Climate in the I.E.P. Nº 588083 “Miguel Grau
Seminario” of Salaverry, Trujillo, 2015 to obtain the Master's degree in
education concludes:

13. 1. The research carried out has allowed us to conclude that there is no
positive relationship between the organizational culture and the institutional
climate in the teaching and administrative staff of the I.E. Nº 588083 “Miguel
Grau Seminario” of Salaverry, Trujillo, it is only evident that its members
reach a regular assessment of their registered organizational culture at
88.9%, and also a regular assessment of their institutional climate rising to
96.3%.

14. 2. In an educational institution it is vital that there is an organizational culture

generated or built with the participation of its members in its entirety, as a
result of a planned, coordinated, organized and evaluated work; where its
members accept, understand, interpret and participate in the concretization
of the vision, mission of the institution, organizational values, ceremonies,
short and long term objectives, among others.
 15. 3. The institutional climate is a preponderant factor for the development of
the bases laid in an institution because as a result of teamwork, job
satisfaction, tolerance to conflict, is

16. estates and an appropriate management style for the institution is chosen and
adapted.

17. Therefore, if an institution develops an organizational culture that is well established

and shared by its members, as well as a favorable institutional climate, then a positive
relationship should be achieved, because only then would there be a congruence
between what is thought, wants and does in an institution and the environment in which
all this is achieved.

Fuentes (2011), in his thesis "The Leadership Styles of a Manager and the
Organizational Climate in Trujillo Companies in 1999" to obtain the degree of Master in
Administration concludes:

1. In AFP it is observed that in middle management (Branch Manager) it has style 2

(semi autocratic) and in first level management (Sales Supervisors and Coordinators)
they have style 4 (Participatory) and style 3 (Semi participatory) respectively.

2. In Razzetto-Nestorovic Products, in senior management (General Manager) has style

4 (Participatory). In middle management (Plant Manager) it also has style 4
(Participatory). In addition, in this middle management (Administrative Manager and the
General Accountant) both have style 3 (Semi participatory). In the first level management
(Production Manager) has style 2 (Semi autocratic).

3. In the Touring Automobile Club of Peru - Trujillo, in middle management

(Administrator) it has style 3 (Semi-participative), however in first level management
(director of the School of Drivers) has style 2 ( Semi autocratic).

4. In the three companies, subject matter of study, their staff considers in an important
way that the organizational climate has significant influence on the part of the leadership
styles of their managers.

5. It is evident through this investigation the existence of a close relationship between

leadership style and organizational climate.

2.2. SCIENTIFIC THEORETICAL BASES

1.1.1. 2.2.1 Leadership theories and styles

2.2.1.1.- Theories of personality traits

According to this theory, leaders are born are not made. Stoner (2011, p.120)
states that, although there is no universal list of personal traits or attributes that
characterize leaders; However, many scholars have managed to identify some attributes
that could be indicative of effective leadership among them: Physical features: energy,
appearance and weight. Personality traits: adaptability, aggressiveness, enthusiasm,
persistence, self-confidence, initiative, emotional maturity. Social features: Status,
interpersonal relationships, popularity, Charisma, understanding. Capacity:
communicative, erudition, knowledge, motivation, Originality, good judgment, ease of
speech.

2.2.1.2.- Situational theories of leadership.

They are theories that seek to explain leadership within a much broader context
than the theories presented above. While theories of personality traits are too simplistic
and limited, theories about leadership styles also cease to consider important situational
variables, which cannot be neglected. Situational theories start from the principle that
there is no single style or characteristics of leadership valid for any and all situations.

Each type of situation requires a different type of leadership to achieve the efficiency
of the subordinates. Situational theories are more attractive to the manager, since they
increase their options and possibilities to change the situation, to adapt it to a leadership
model or then change the leadership model to adapt it to the situation. In the past
decade, some authors formulated leadership approaches that emphasized the leader's
ability to adapt to contingencies, including environmental factors, over which he has little
or no personal control.

Thus the true leader is one who is able to adjust to a particular group of people under
extremely varied conditions. Under this point of view, the fundamental ingredients in the
contingency theory of leadership are three: the leader and the situation. The variable
situation adds up, the greatest importance in determining who will be the leader and
what he should play.

The following can be inferred from the situational approach:

- When the tasks are routine and repetitive, the leadership is generally limited and
subject to controls by the boss, who stands at a leadership standard close to the left end
of the graph.

- A leader can assume different leadership standards for each of his subordinates.

- For the same subordinate, the leader can also assume different leadership standards,
according to the situation presented. In situations where the subordinate has a high level
of efficiency, the leader can give greater freedom in the decisions, but if the subordinate
has errors fre2.2.1.3.- Factors that influence the effectiveness of leadership

According to Leitwood (2012) “the perspective of traits and behavioral approaches

produced research that showed that effective leadership seems to depend on some
variables, including organizational culture, the nature of tasks and work activities, the
values and experiences of managers There was no trait that was common to all good
leaders or a style that was most appropriate in all situations. The researchers tried to
discover the factors of the situation that influence the effectiveness of a particular style
of leadership. Since the first works of Tannenbaum and Schmidt, many researchers have
delved into the factors (and others added) that affect the style of leadership chosen and
the effectiveness of a particular style. ”
 Here are the factors that influence the effectiveness of the leader: his personality,
experience and expectations, the expectations and behavior of the superior, the
characteristics, expectations and behavior of the subordinates, the demands of the task;
organizational culture and policies and the expectations and behavior of colleagues. The
Relationship process is reciprocal: leaders and group members, for example, influence
each other and affect the effectiveness of the entire group.

a) Leader personality, their experiences and expectations:

As we have already pointed out, the values, training and experience of the leader will
affect the selection of leadership style. For example, the manager who has been
successful in the exercise of supervision or who appreciates the self-realization needs
of subordinates, perhaps adopt an employee-oriented style, the one who mistrusts them
or who simply wants to personally direct all activities will possibly assume a more
authoritative style, in general, managers acquire the style with which they feel most
comfortable.

The expectations of a manager are another component plus the evidence has shown
that, for various reasons, situations tend to correspond to our assumptions, this is
sometimes called prophecy that is fulfilled by itself. Indeed, in a study it was discovered
that, leaders who were said to be underperformed by their subordinates did their job in
a much more authoritarian way than the new leaders who were informed that their
subordinates achieved satisfactory performance.

Their expectations of the style that was required for subordinates to work effectively
led to their choice of style.

b) The expectations and behavior of superiors

The leadership style approved by a manager's superiors is very important in

determining the orientation he will select. Thus, a superior who clearly favors a task-
oriented style can make the manager adopt this type of leadership. The superior who
prefers an employee-oriented style encourages him to adopt a more employee-oriented
orientation.

c) Characteristics, expectations and behavior of subordinates.

Subordinates play a decisive role in the Relationship that receives the leadership
style of their manager. After all, they are the people to whom his leadership is directed.
Ultimately, the subordinates' response to the manager's leadership determines its
effectiveness.

The characteristics of the subordinates influence the managerial leadership style in

various ways. First, the highlights and preparation of them influence the choice of style:
very capable employees usually require a less managerial style. Second, their attitudes
will also be an important factor.

The expectations of the subordinates constitute another factor that determines the
appropriateness of a particular style those who have had employee-centered managers
expect the new boss to show a similar style and will react negatively to an authoritative
style in a similar manner, workers endowed with Excellent and highly motivated skills
hope that the manager “does not intrude on employees who face new and interesting
tasks will wait for the manager's directives and will feel upset if they do not receive it.

d) Homework needs:

The nature of the job responsibilities of subordinates will also have an impact on the
type of leadership style the manager will use. Thus jobs that require precise instructions
require a more task-oriented style of those (for example, teaching in a university) whose
procedures should be left primarily to each employee. Similarly when cooperation and
teamwork are involved, as in the development of new products, employees generally
prefer people-oriented supervision; instead, those who work in isolation

Culture and organizational policies:

The culture of an organization shapes the behavior of the leader and also the
expectations of the subordinates, the established policies of a company also affect
the leadership style. For example, in organizations where the atmosphere and
policies stimulate strict responsibility for expenses and results, managers tend to
closely monitor and control subordinates.

a) Expectations and behavior of colleagues:

The other managers constitute an important reference group, managers form

friendships with their colleagues in the company and their opinions of colleagues
are important to them. In addition, the attitude of colleagues also affects the
manager's performance effectiveness; Hostile colleagues may aggressively
compete for the organization's resources, damaging the manager's reputation and
being uncooperative in other aspects. In many ways the behavior of managers
affects that of their colleagues and influences it. Regardless of their personal
preferences, managers tend to mimic the managerial style of their colleagues to
some extent.

1.1.1. Helpful Leadership Theory

Helpful Leadership has as a pioneer Greenleaf (1970) and developed by his

followers, such as, Spears (1994), Spears and Lawrence (2004).

The theory of server leadership, after 40 years of existence, has little participation
in the scientific study of leadership. Taking into account the systematic review of
Parris and Peachey (2013), most of the empirical production on the theory of
server leadership is published in administration, business and psychology;
although, studies published in education, nursing, sports and recreation
magazines are also found. Additionally, these authors mention that five of the
studies analyzed involved intercultural comparisons.

Within the perspective that Dinh et al., (2014) have called ethical - moral, the
initial proposal of Greenleaf (1970), forms the basis of the theory of server
leadership, subsequently developed by different academics. Greenleaf's
fundamental analysis indicates that affective leadership is a function of the
leader's initial disposition to focus attention and service on others and then on the
conscious choice that leads him to direct them; but, above all, to favor their growth
and well-being (Greenleaf, 1970; 1977; Parris and Peachey, 2013).

As you can see, this conceptualization is presented as a way of assuming

leadership and, in that sense, it is a philosophical stance on the morals of leaders
rather than a theory of leadership proper (Spear, 2004). This position makes it
possible to place it epistemologically as a critical / transformative theory (Russell
and Stone, 2002; Sendjaya and Sarros, 2002).

However, later developments have been changing this initial position towards
empirical-analytical orientations, since characteristics and dimensions have been
established that are assumed as units of analysis susceptible to measurement,
with the use of objective instrumental techniques (Barbuto and Wheeler, 2006;
Van Dierendonck and Nuijte, 2011).

In terms of Burrell and Morgan (1979), the model has moved from a radical
humanist paradigm to one of two aspects, one interpretivist (Spear, 2004) and
another functionalist (Laub, 1999; Sendjaya, Sarros and Santora, 2008).

On the other hand, the theory of servant leadership presents a clear political
dimension according to which whoever wants to lead must do it by serving others,
that is, the leader is a servant; in this approach the leader grants his power to
others, empowers them, and that implies that he makes them his equals; for this
reason, the political commitment in this theory is a participatory democracy;
aspect that according to Spear (2004) is a paradox for the traditional meanings of
leadership, aspect by which even the same name of the theory is intended to
permanently remember the sense of who is and what the leader does (Sendjaya
and Sarros, 2002) .

The lack of conceptual consensus may be related to the intuitive reasoning

that characterizes the approaches of this theory. Greenleaf structured his theory
about the supposed need to serve others that people have, an argument based
on philosophical and religious considerations, especially Christianity (Sendjaya
and Sarros, 2002).

This type of reasoning leads to little attention being given to the empirical
evidence of the model and its success is estimated by the assimilation of the
general public. In this regard, Parris and Peachey (2013) found, through a
systematic review, few studies that provide empirical evidence of server
 leadership in the organizational field. These authors conducted a search in which
they found 255 studies published in peer-reviewed journals, written

En general, se aprecia que la teoría del liderazgo servidor tiene como fortaleza
la fácil comprensión de su propósito central: el líder es quien sirve. No obstante, la
falta de un cuerpo claro y compartido de preposiciones y relaciones debilita su
desarrollo científico, es decir, la teoría del liderazgo servidor presenta la dificultad
de no contar con una definición clara y compartida por los investigadores del área,
lo cual se observa en que a pesar de que la gran mayoría de los estudios empíricos
revisados por Parris y Peachey (2013) recogen los planteamientos de Greenleaf en
la definición conceptual, la definición operacional y el modelo de características y
dimensiones aún no es compartido.

En cuanto a los esfuerzos por plantar un modelo conceptual claro para la teoría
del liderazgo servidor, se destacan las propuestas de Russell y Stone (2002) y Van
Dierendonck (2011); sus propuestas constituyen un esfuerzo significativo en
avanzar en la identificación del modelo conceptual subyacente a la teoría del
liderazgo servidor; sin embargo, entre ellas existen importantes diferencias.

2.2.3.- Compromiso organizacional afectivo.

Llamado también lealtad de los empleados. Es el grado en que un empleado se

identifica con la empresa y desea participar activamente en ella, es una disposición
del empleado para permanecer en la compañía a futuro. Es frecuente que refleje su
creencia en la misión y los objetivos de la empresa, su disposición a dedicar
esfuerzos

a lograrlo y su intención de continuar en ella.

El compromiso suele ser mayor entre los empleados con mayor antigüedad,
con éxito personal en la organización o que se desempeñan con un grupo de
trabajadores comprometidos. Este tipo de empleado suele tener antecedentes
satisfactorios de asistencia al trabajo, muestra apego a las políticas de la compañía
y pocas veces cambia de trabajo, en particular su base más amplia de conocimientos
del puesto frecuentemente se traduce en clientes leales, que le compran más, le
conectan con clientes en perspectiva que se convierten en nuevos clientes, e incluso
pagan precios más altos.

2.2.3.1.- Estado de ánimo en el trabajo.

Los sentimientos de los empleados acerca de su trabajo son muy dinámicos,

ya que pueden cambiar en un mismo día, hora o minutos, estas actitudes se llaman
estados de ánimo en el trabajo. Se pueden describir en un intervalo que va de
negativas a positivas y de débiles a fuertes e intensas, los empleados tienen un
estado de ánimo muy positivo hacia su trabajo, es frecuente que muestre energía,
actividad y entusiasmo.
 Esto demuestra que de manera predecible produce mejor atención en el servicio
de clientes, menor ausentismo, mayor creatividad y cooperación interpersonal.

Robbins y Coulter (2005), señalan las tres clases de características del

empleado que afectan las percepciones del debería ser: las necesidades, los valores
y los rasgos personales.

Los tres aspectos de la situación de empleo que afectan las percepciones del
debería ser: Las comparaciones sociales con otros empleados, las características
de empleos anteriores y los grupos de referencia.

Las características del puesto que influyen en la percepción de las condiciones

actuales del puesto: Condiciones de trabajo, supervisión, compañeros, contenido
del puesto, seguridad en el empleo, oportunidades de progreso y retribución.

Las actitudes generalmente se adquieren durante largos períodos, la

satisfacción o insatisfacción en el trabajo surge a medida que el empleado obtiene
más y más información acerca de su centro de trabajo. No obstante, la satisfacción
en el trabajo es dinámica, ya que puede disminuir incluso con mayor rapidez.

Hay autores que manifiestan que la satisfacción en el área laboral es un motivo

en sí mismo, es decir, el colaborador mantiene una actitud positiva en la
organización para lograr ésta, para otros, es una expresión de una necesidad que
puede o no ser satisfecha.

2.2.3.2.- Corporate culture and organizational commitment

Corporate culture and organizational commitment have received

significant attention in workplace studies, mainly because of the
recognition that they can be the main determinants of the company's
performance (Ezirim et al., 2012).

Ortega and Sastre (2013) comment that the critical issue in it is not
in its proper definition, but rather in the interpretation of its degree of
operability.

In this regard they indicate that there are 2 apparently opposite

theories: 1) a purist approach in which culture is assumed to be an
emerging process rooted in a group of deeply rooted values and beliefs,
and 2) a pragmatic approach that visualizes culture as a tool to
encourage commitment and achieve the goals of the firm. In this
research work, in a manner analogous to that proposed by Ortega and
Sastre (2013), culture is analyzed from a pragmatic approach.

2.3.- Conceptual framework

2.3.1.- Leadership

2.3.1.1.- Definition.
 There are several definitions of leadership among them we can cite:
the Dictionary of the Spanish Language (1986), "leadership is defined as
the direction, leadership or leadership of a political party, of a social
group or of another community."

Ralph cited by Stoner et al. (2011) in leadership research theories

defines leadership as: “process of directing the work activities of the
members of a group and influencing them”.

This definition has four important implications: first, leadership

involves other people: teaching staff, administrative staff, services,
parents and students. The members of the group give their will to accept
the orders of the leader, help to define the opposition of the leader and
allow the leadership process to proceed, if there was no one to send, the
qualities of the leadership and the manager would be irrelevant.

Second, leadership entails an unequal distribution of power between

leaders and group members. The five bases of the manager's power
emanate from: reward power, coercive power, legitimate power,
reference power and expert power. The greater the amount of these
sources of power that are available to the manager, the greater will be
his potential to be an effective leader.

The third aspect of leadership is the ability to use different forms of

power to influence the behavior of followers in different ways.

The fourth aspect is a combination of the first three, but recognizes

that leadership is a matter of values. Thus, ethics is not learned from
moralistic people who lecture us or try to preach on ethical issues, ethics
is learned from people we admire and respect, who exercise their power
over us.

On the other hand, Alvarado (2013) points out that all authors agree
to define leadership as: “The action of moving people in one direction by
coercive means. In the administration it is constituted in the function of
leading, guiding, directing the collaborators based on the strength of the
ideas of character, talent, will and administrative ability towards the
achievement of the pre-established institutional objectives ”.

This definition allows us to differentiate which leader is a different

category, conceptually and operationally, superior to administer or
manage.

According to Stoner (2011), a leader can be defined as: “a person

capable of uniting others for the achievement of a specific objective, and
the action exercised by the leader, leadership, is defined as the art of
 directing, coordinating , motivate individuals and groups to achieve
certain ends. ”

Thus, leadership implies influencing and interacting with people to engage and achieve
pre-established objectives in the same direction is the following definition: “Leadership
is the process of influencing people to try, with good disposition and enthusiasm achieve
group goals. Leaders not only motivate subordinates to meet their own personal goals
and needs, but also in achieving the desired objectives for the organization. ” (Arteaga,
2015, p. 112).

The same author continues to point out: “Leadership is a new management

philosophy to mobilize all the resources of the organization, especially the human
potentials in it, achieving it. Leadership increases the quality of work, communication,
commitment and the ability of the social group to achieve total quality. ” Arteaga (2015,
p.113).

In summary, this author defines leadership as a philosophy that will lead us to lead
all potential human resources of the institution to the achievements of the mission. It is
also the way to drive and guide employees; that is, the teaching staff, parents, towards
the achievement of the objectives of our educational institution.

Another definition to take into account is raised by Chiavenato (2010), where it

emphasizes that “Leadership is the interpersonal relationship exerted in a situation,
directed through the process of human communication to the achievement of one or
several specific objectives.”

It should be noted that, although leadership is closely related to administrative

activities and the former is very important for the latter, the concept of leadership is not
equal to that of administration. Bennis (year), in writing about leadership, in order to
exaggerate the difference, has said that most organizations are over managed and
under-led.

A person may be an effective and well-organized manager (good planner and

administrator), but lacking the leader's ability to motivate. Other people may be effective
leaders - capable of unleashing enthusiasm and return, but lacking the administrative
skills to channel the energy they unleash on others.

Faced with the challenges of the dynamic commitment of today's organizations, many
of them are appreciating managers who also have leadership skills. He argues that the
leader who overlooks the moral components of leadership will go down in history as a
bad guy or something worse. Moral leadership refers to values and requires that
followers be given enough information about the alternatives so that, when the time
comes to respond to a leader's leadership proposal, they can choose wisely.

Leadership is necessary in all types of human organization, mainly in companies and

in each of their departments. It is equally essential in all other functions of the
administration: the administrator needs to know human motivation and know how to drive
people, this It is being a leader.
 Leadership is addressed as a social phenomenon that occurs exclusively in social
groups, in this sense Tannenbaum (year) argues that “leadership is the interpersonal
relationship exerted in a situation and directed through the process of human
communication to the achievement of one or more specific objectives".

In conclusion, we can say that leadership is the process through which the manager
or director interacts, motivates and positively influences his workers towards the
achievement of the proposed objectives and goals of the institution.

2.3.1.2.- Characteristics of leadership.

Fuentes (2011) says: When I think of leadership, it occurs to me that leaders should
use a similar list of desirable aspirations.

Authentic leaders are people: willing to learn, ethical, available, determined,

energetic, reliable, sensible, modest and passionate. To get a clearer idea of the
previous content, we thoroughly analyze each characteristic of leadership.

• A leader is a perpetual student:

If we can be sure of something, it is about change. The world for which we plan in the
present will not be the same tomorrow. The constant flow of information and changing
ideas force the manager or executive to study endlessly. Because nobody is able to
know everything. For example, the entire quality problem could have been avoided if
executives had kept their minds open to that issue, even today when so many companies
are fully delivered to quality, many executives believe they already know everything they
need. However, I do not know a single organization, routinely produce goods or services
free of defects.

Almost all the afflictions that afflict companies derive from the lack of willingness of
their executives to continue studying or to recognize reality. A few years ago, large
computer manufacturers belittled the personal computer because it was considered a
Christmas toy, just as large car manufacturers scoffed at small cars. That is why in
almost every business failure the situation that was presented was known in advance, it
could have been remedied. The leader must be constantly looking for information.

• A leader is ethical:

The best attribute of a leader is to show ethical behavior in any circumstance. Those
who behave like this enjoy the trust and respect of others; They are usually asked to do
what they like to do. Those who spend it asking for a list of what is ethical and what is
not, always end up having such problems. The unethical behavior is known for what they
consider as such. This is an aspect that requires a clear policy and an equally clear
action in case of breach of the policy.

• A leader is available:

People subject to the Relationship or to the control of a leader need to know that
they can go to him at the right time. In large organizations it is not always feasible to hold
 a personal interview, but written access must be a viable action. Letters or confidential
memoranda must be able to make their way through the most intricate bureaucracy. In
smaller operations, the manager must make periodic tours of the facilities and be willing
to chat with anyone who requests it.

Every follower wants their leader to be an individual of flesh and blood. Subordinates
like to know that they have no obstacles to be able to see the manager who has the
important information they need and they like to know that the executive, supposedly the
smartest of all, takes the trouble to personally judge what happens in the company or
company If employees do not feel that way, they will be reluctant to point out problems
and situations.

A leader is decided:

The difference between a winning athlete and another that usually comes after him is
not the ability but the desire to win: The decision. The subordinates establish their own level
of decision based on the example of their leader. An indolent behavior will only lead to
indolent results

• A leader is energetic:

The energy is palpable in serious individuals, they may not physically demonstrate it as
those who do not cease to move, but in some way they are noticed. This works as a
generator of trust for others. Enthusiasm arises when an energetic person works on
something that he considers very interesting. This implies that a leader should not accept
projects that do not cause a shake to the lowest levels of his organization.

• A leader is reliable:

Uninterrupted performance is the key to reliability. Does the leader forget his promises,
get carried away by circumstances, change course halfway? Nothing causes the inefficiency
of an organization sooner than having to be guessing what may please or displease the
boss.That changes the concentration of all. Nobody will have the necessary time to carry
out the work at the door if first of all it is necessary to determine how the boss feels. And the
boss who abuses a substance such as alcohol, drugs and even food exhibits a personality
that changes from one minute to another.

• A leader is modest:

It is very easy for leaders to conclude that they are the beginning and the end of what
happens. They can develop the idea that they should think about everything and that they
are not appreciated properly. Consequently, they begin to dominate every meeting and the
whole relationship. This silences others and reinforces the attitude of "I am the only one here
that makes things work."

People who want to give the impression of being humble, but who refuses to stop
recognizing their achievements, come to what we call "humility." These are carefully
prepared things that on the outside convey the idea that the speaker is a failure or a victim
but that they imply a deeper message of superiority.

• A leader is passionate:

"Concentrated on work" is another way of saying passionate, and I say it in the best
possible way. The leader concentrates, but always gives rise to other interests grow and
flourish. Passion is something that should be able to light up like a lamp.

2.3.1.3.- Qualities of the leader

For someone to be a good leader, they must be effective and ethical, qualities that will
give rise to the respect and trust of the followers. But not everything can be support and
example, the leader is required a behavior that motivates to commit to him and the goals
and objectives that he poses, creating a true personal link leader - followers. This aspect
was successfully addressed by a team led by Kotter (2012, p 122), focusing leadership with
the perspective of “emotional intelligence”.

From our point of view, the fundamental task of the leader is to awaken the positive
feelings of his subordinates and this occurs when the leader produces resonance, that is,
the positive emotional climate indispensable to mobilize the best of the human being. At its
root, then, the fundamental task of leadership is emotional. ” So a good leader is one who
operates in three dimensions:

Skills, which refer to the ability to point the way towards the achievement of the objectives,
support in the solution of problems that arise and decision-making in situations that require
a global view of the factors that influence them .

Attitudes, related to the example he represents both in his mood predisposition, and in
the maintenance of ethical norms.

Behaviors, considering the interpersonal relationship that it maintains, favoring motivation

and commitment.

Using these aspects as evaluation factors it will be possible to define the optimal profile
that a leader should have. Perspective that opens the possibility of addressing a classic
problem in administration: improving leadership styles.

2.3.2.- Helpful leadership

2.3.2.1.- Conceptual definition

The conception of helpful leadership was built and conceptualized by Greenleaf

(1970) based on the historical figure of Jesus (Rachmawati and Lantu, 2014). Helpful
leaders recommend working in a team and community, try to include others when
making decisions, exhibit ethics based entirely on humility behaviors, and help the
personal and professional growth of others (Mastel, 2008).

Many find it very difficult to accept the phenomenon of helpful leadership because
they do not understand how a servant can be a leader and how a leader can be a
servant; that is, it seems to be an oxymoron, a contradiction.

The helpful leader is a servant first. It begins with the natural feeling that one is born
with the purpose of serving, of serving first. So conscious choice brings the aspiration to
lead. The best test to lead and the difficulty of administering is this: only those who serve
grow as people? Can those who are served be servants? What is the effect of being the
least privileged in society? Are they going to benefit or at least they cannot be more
mistreated?

Many questions such as the following can be asked: What kind of leadership will be
the most appropriate to implement a paradigm with strong bases and focused on
transcendence? What kind of training prepares managers to balance humanistic
concerns with the baseline? The strategy of helpful leadership (LS) has much to
contribute.

2.3.2.2.-Characteristics of helpful leadership (LS)

The LS emphasizes the following characteristics: 1.- The LS has the attitude of a
humble and disinterested server, 2.- the leader focuses on the retention and
development of his employees. They are responsible for creating a safe and positive
work environment that reinforces innovation and stimulates intrinsic motivation.4.-
Humanize the workplace by treating subordinates as human beings, deserving of dignity
and unconditional respect, 5.- they gain trust when they place the legitimate needs of
their followers above their own interests, 6.- they earn respect when they put the benefits
of workers and society above the institutional baseline, 7.- listen to its employees with
an open mind, 8.- develop and maintain good relationships through empathy, warmth,
emotional intelligence and healing wounds, and 9.- gain support and cooperation by
valuing the building of the teams by involving others in the decision-making, and 10.-
seek to achieve the institution's goals by recognizing and developing the creative
potential of human resources. (Wong and Davey, 2007).

2.3.2.3.-Characteristics of an organization led by helpful leadership

Laub (1999) established six fundamental variables of an organization led by a

servant leader: 1. The values of people: believe, serve and listen without judging others.
2. Development of employees: provides learning, growth, stimulation and affirmation. 3.
Community building: develop strong personal and collaborative relationships. 4.
Authenticity: open, responsible and willing to learn from others. 5. Provide leadership:
foresee the future, take the initiative and set goals. 6. Leadership actions: facilitate and
share power.

2.3.3.-Affective organizational commitment

 2.3.3.1.- Definition.

Commitment is an important variable to understand work behavior, and although

there are multiple approaches, certain common trends underlie its conceptualization: it
is defined in terms of attitude (that is, of a state in which an individual identifies with a
signature and its goals), and it is agreed that it is beneficial for the achievement of
corporate goals (by maintaining the membership of the collaborator). The different
authors comment that this variable implies the existence of alignment between individual
and organizational values

2.3.3.2.- Types of affective organizational commitment

The literature indicates that there are 3 types of organizational commitment:

affective, normative and continuity. Due to its characteristics, affective commitment
stands out as desirable in organizations, since the worker remains in the organization
because he wishes so; This type of commitment is developed when the worker -
according to his experience in the company - covers his expectations and satisfies his
basic needs (Meyer, Allen and Smith, 1993).

Thus, when people feel appreciated and treated as a family, they will be highly
committed to the organization (Richard, McMillan-Capehart, Bhuian and Taylor, 2009),
and when deemed properly rewarded they will remain in it for longer periods, creating
and transferring knowledge to in order to improve performance (Martín et al., 2009).

In summary, the affective organizational commitment implies the personal

identification of the subject with the goals and values of the company (Mowday et al.,
1979; Ríos et al., 2010). Consequently, the collaborator wishes to remain in the
organization (Tejada and Arias, 2005) and displays associated behaviors so that it
achieves its objectives (Allen and Meyer, 1996). For the above, and given that the
organizational commitment has been reported as an important variable to understand
work behavior (Mowday et al., 1979), as well as to explain the transfer of knowledge
(Lin, 2007; Martín et al. , 2009).

• Culture and organizational policies:

The culture of an organization shapes the behavior of the leader and also the
expectations of the subordinates, the established policies of a company also affect the
leadership style.