This work examines the relationship between teaching leadership and pedagogical performance among educators in their socio-professional role. It involved a quantitative, cross-sectional study with 50 teachers from a Private Educational Unit in Ambato, Ecuador, during the 2023-2024 school year. Participation was voluntary and adhered to ethical research principles recognized internationally. Survey data were analyzed using descriptive statistical techniques to understand response distribution and explore variable relationships. The findings reveal a high level of teaching leadership characterized by both implicit and explicit influence and a strong focus on student learning. The study demonstrated elevated levels of effective pedagogical performance in socioeducational processes. Spearman correlation analysis indicates a moderate to strong positive correlation between teaching leadership and pedagogical performance, suggesting a bidirectional relationship. Therefore, it is important to consider implementing actions that enhance these variables in the socio-educational context to promote educational quality and student success.
