CONTRAST OF A MODEL OF EDUCATION MANAGEMENT

Abstract

Educational management models, considering the theories of organizations are motivational and strategic tools, but to institutional accounts, since they involve dependency relationships between the attributes of leadership and capacities of the other members of the organization. The contrast of this hypothesis was conducted from a non experimental, transversal and exploratory study with a probabilistic selection of 300 students, faculty and staff of an Institution of Higher Education (IES). The results show that for students is the determining organizational capacity management accreditation (0.46), although in the case of teachers is the strategy predictive factor (0.66) and is the administrative institutionalism (0.39). The incidence of other variables not specified or estimated warns models.