Tacca Huamán, Daniel RubénCuarez Cordero, RenzoFranco Canaval, David GuillermoCórdova Berona, Helí Alejandro2023-01-122023-01-122022http://hdl.handle.net/20.500.11955/1046Indexado en Scopus.El texto completo de este trabajo no está disponible en el Repositorio Institucional UNIFE. Deberá acceder por el DOI ó URL de la casa editorial externa.2nd IEEE International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022. 16 -19 November 2022The main objective of the research was to know the relationship between the leadership styles of the university professor, the engagement, and the academic satisfaction of university students during the context of virtual education. The research was, quantitative, correlational, and cross-sectional; the sample consisted of 229 university students from Lima, Peru. The transformational leadership style obtains a positive, significant, and high relationship with academic engagement (r=.51) and a moderate relationship with academic satisfaction (r=.47); the laissez-faire style presents negative relationships with these two constructs. The results show that women are more engaged in their studies and are more satisfied with their professor; on the other hand, humanities students perceive more transformational leadership and satisfaction, while science students perceive more laissez-faire leadership in their professors.enginfo:eu-repo/semantics/restrictedAccesshttps://creativecommons.org/licenses/by-nc-nd/4.0/LiderazgoDocenteEnseñanza en líneainfo:eu-repo/semantics/conferenceObjecthttps://purl.org/pe-repo/ocde/ford#5.03.01https://doi.org/10.1109/ICALTER57193.2022.9965010Proceedings of the 2022 IEEE 2nd International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022https://www.scopus.com/record/display.uri?eid=2-s2.0-85144125203&doi=10.1109%2fICALTER57193.2022.9965010&origin=inward&txGid=2c9317e2c97f8592c4d3fc73a65906b5