PORFIRIO INCA-DÍAZ,CÉSAR MARTÍN INCA OCHOA,LUCÍA INCA DÍAZ,LENNY MELCHORITA QUILLAS INCA,MÓNICA LUZMILA OCHOA RODRÍGUEZ
DOI: https://doi.org/This research analyzes the relationship between pedagogical leadership and interactive learning among students at a private Professional School of Education in Ayacucho, Peru. A quantitative approach was used, with a non-experimental, cross-sectional design and a probabilistic sample of 175 students. Data were collected through expert-validated questionnaires with high reliability (α > 0.98). Results show that 32% of students perceive a low level of pedagogical leadership, and 47% consider interactive learning to be inadequate. The correlations obtained (Rho ≈ 0.58) indicate a positive and significant relationship between the two variables, particularly in the dimensions of learning standards, quality education, and a professional learning culture. Weaknesses were identified in pedagogical supervision, collaborative planning, and the implementation of innovative teaching strategies, which negatively affect classroom interaction and student performance. It is concluded that strengthening pedagogical leadership is key to improving educational quality and promoting student-centered, participatory learning environments. It is recommended to broaden the research approach through comparative studies and mixed methods that explore the qualitative dimension of the phenomenon and guide institutional policies integrating leadership, pedagogical innovation, and teacher commitment.
