<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0266</journal-id>
<journal-title><![CDATA[Revista Tecnológica-Educativa Docentes 2.0]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Docentes 2.0]]></abbrev-journal-title>
<issn>2665-0266</issn>
<publisher>
<publisher-name><![CDATA[Grupo Docentes 2.0 C.A.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-02662026000100059</article-id>
<article-id pub-id-type="doi">10.37843/rted.v19i1.737</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias Disruptivas para la Mejora del Liderazgo Transformacional en la Educación Inicial]]></article-title>
<article-title xml:lang="en"><![CDATA[Disruptive Strategies for Improving Tansformational Leadership in Early Childhood Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García-Zambrano]]></surname>
<given-names><![CDATA[Bety Elizabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Perero-Rosado]]></surname>
<given-names><![CDATA[Carlos Eráclito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuje-Cevallos]]></surname>
<given-names><![CDATA[Mariela Leonor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zambrano Loor]]></surname>
<given-names><![CDATA[Deisy Marita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<volume>19</volume>
<numero>1</numero>
<fpage>59</fpage>
<lpage>71</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-02662026000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-02662026000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-02662026000100059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los bajos índices de liderazgo educativo motivaron la realización de la presente investigación, orientada al análisis de estrategias disruptivas para fortalecer el liderazgo transformacional en los profesionales de la educación inicial. Este estudio parte de la problemática identificada en los centros de educación fiscal del país. El objetivo principal fue establecer estrategias disruptivas que permitieran mejorar el liderazgo transformacional en la educación inicial del Ecuador. La investigación se sustentó en un método sistemático, bajo el paradigma pragmático y en un enfoque mixto, con un diseño narrativo-temático de tipo documental, bibliográfico y transversal. Se obtuvo evidencia válida y confiable. La población estuvo conformada por 84 docentes de educación inicial de parvularios, quienes integraron la muestra mediante un muestreo no probabilístico. Para la recolección de datos se emplearon entrevistas y cuestionarios como técnicas e instrumentos. Ambos fueron sometidos a revisión y validación por expertos, así como a la verificación de la confiabilidad mediante el coeficiente alfa de Cronbach, con un promedio del 83 %. Estos procedimientos permitieron obtener resultados que respaldan los hallazgos y demuestran que la aplicación de estrategias disruptivas mejora el liderazgo transformacional en la educación inicial en un 71 % respecto al modelo tradicional. Con ello, se busca aportar a la comunidad científica propuestas innovadoras orientadas a fortalecer el rendimiento escolar mediante la motivación y la potenciación del talento docente y del entorno educativo. Finalmente, se reconoce que la gestión escolar es un componente esencial para incrementar la eficacia y la equidad en el marco de la Educación 3.0.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The low levels of educational leadership motivated this research, which analyzes disruptive strategies to strengthen transformational leadership among early childhood education professionals. This study stems from the problems identified in public education centers throughout the country. The main objective was to develop disruptive strategies to enhance transformational leadership in early childhood education in Ecuador. The research was based on a systematic method, under the pragmatic paradigm and a mixed-methods approach, with a narrative-thematic design of a documentary, bibliographic, and cross-sectional nature. Valid and reliable evidence was obtained. The population consisted of 84 early childhood education teachers from preschools, who were selected through nonprobability sampling. Interviews and questionnaires were used as data collection techniques and instruments. Both were reviewed and validated by experts and underwent reliability testing using Cronbach's alpha, with an average of 83%. These procedures yielded results that support the findings and demonstrate that applying disruptive strategies improves transformational leadership in early childhood education by 71% compared to the traditional model. The aim is to contribute to the scientific community with innovative proposals that strengthen academic performance by motivating and empowering teachers and improving the educational environment. Finally, it is recognized that school management is an essential component for increasing effectiveness and equity within the Education 3.0 framework.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Estrategias disruptivas]]></kwd>
<kwd lng="es"><![CDATA[liderazgo educativo]]></kwd>
<kwd lng="es"><![CDATA[educación inicial]]></kwd>
<kwd lng="es"><![CDATA[educación 3.0.]]></kwd>
<kwd lng="en"><![CDATA[Disruptive strategies]]></kwd>
<kwd lng="en"><![CDATA[educational leadership]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[education 3.0.]]></kwd>
</kwd-group>
</article-meta>
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