Executive leadership and organizational climate in secondary and higher education institutions
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In the Latin American context, secondary and higher education institutions face challenges related to learning recovery, student retention, teacher well-being, and the management of increasingly heterogeneous academic communities, making it necessary to understand how executive leadership influences organizational climate. The objective of the study was to analyze the relationship between executive leadership practices and the dimensions of organizational climate perceived in educational institutions. The research was conducted through an exploratory, documentary, non-experimental, and cross-sectional bibliographic review, based on the analysis of scientific literature, reviews, book chapters, and academic documents preferably published between 2014 and 2025. The results show that executive leadership acts as an articulating factor of the institutional climate, especially when it promotes clear communication, trust, participation, pedagogical support, and organizational coherence. The discussion argues that this relationship is neither linear nor uniform, since it depends on leadership style, educational level, institutional culture, and contextual conditions. It is concluded that strengthening executive leadership is essential for building collaborative, ethical organizational climates oriented toward well-being, educational improvement, and institutional quality.
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