Teacher leadership and active STEAM methodologies: key competencies for meaningful education in the 21st century

The changes that society 4.0 have generated important transformations in the education sector, which implies a leading teacher who, with his power and capacity, promotes the development of active activities aimed at achieving significant learning, therefore, this research aims to analyze the empowerment of the teacher as a leader in his application of STEAM Methodologies for an impact education. A study was developed within the positivist paradigm with a quantitative approach, of a descriptive type, with a non-experimental cross-sectional field design. The population was made up of professors from universities in Maracaibo, Venezuela. The survey with a valid and reliable questionnaire was considered as a data collection technique, whose data were statistically processed with the SPSS program. The results indicate that teachers show knowledge and skills that connect leadership with essential competencies such as collaboration, creativity, critical thinking, and communication, taking into account that as an empowered teacher leader in the 21st century, they develop a combination of pedagogical, technological, and social competencies to positively impact education. It is concluded that the teacher sometimes uses strategies for problem-based learning, and always uses activities in the classroom where science, technology, engineering, arts and mathematics are integrated