Values Education and Teaching Leadership: Option or Mission?

Abstract

The editorial examines the importance of values education and teaching leadership at the National Technical University (UTN). It begins with two institutional guidelines: the Organic Law and the Statute, which promote comprehensive education with academic excellence and ethical principles. The author argues that values are not taught but learned, distinguishing between professional competencies (mandatory) and personal ones (optional), emphasizing that adopting values depends on institutional culture and teacher example.
The concept of “classroom microculture” is introduced, where the teacher, as a leader, directly influences students by adding the value of “love for work” as essential for holistic education. This leadership goes beyond passing courses; it requires commitment and consistency between words and actions.
The text also highlights the need for cohesion among teachers, directors, and coordinators to avoid fragmented approaches and ensure an academic culture aligned with institutional values and professional ethics.
Finally, the author asserts that teaching values is an unavoidable mission for every educator, based on respect and consideration for students as individuals. He concludes with an ethical reflection: one cannot be an ethical professional without first being a good person.