The study aimed to analyze the relationship and predictive capacity of ChatGPT use with respect to self-regulated learning skills in university students, considering frequency of use, quality of use, and strategic academic use. It was conducted using a basic quantitative approach with an explanatory-predictive scope and a non-experimental, cross-sectional design. A total of 335 university students, representing the accessible population, participated through a population census. A Likert-scale questionnaire was administered, and the data were analyzed using partial least squares structural equation modeling (PLS -SEM) with SmartPLS 4.0. The results showed adequate levels of reliability and validity for the measurement model, with factor loadings between 0.791 and 0.902, composite reliability between 0.903 and 0.941, and AVE values between 0.700 and 0.742. The structural model showed positive and statistically significant relationships between frequency of use (β = 0.184; p < 0.001), quality of use (β = 0.327; p < 0.001), and strategic academic use (β = 0.421; p < 0.001) with self-regulated learning competencies. The model explained 61.8% of the variance (R² = 0.618) and demonstrated predictive relevance (Q² = 0.406). It is concluded that strategic academic use has the strongest association and predictive capacity, followed by quality and frequency of use.

School leadership is a strategic factor in strengthening educational quality due to its influence on teachers' professional performance and the achievement of institutional objectives. This study aimed to analyze the explanatory model of school leadership and its influence on teacher performance in regular basic education institutions in the Junín region of Peru. A quantitative, non-experimental, explanatory, cross-sectional study was conducted. The sample consisted of 358 teachers, selected through stratified sampling. Structural Equation Modeling using Partial Least Squares (SEM- PLS ) was employed to analyze the relationships between the variables. The results showed that institutional planning exerts a positive and significant influence on task performance (β = 0.62; p < 0.001), followed by pedagogical support (β = 0.56; p < 0.001) and decision-making (β = 0.31; p < 0.001). Likewise, pedagogical support (β = 0.51; p < 0.001) and decision-making (β = 0.45; p < 0.001) showed significant effects on organizational civic behaviors. The model demonstrated substantial explanatory power, reaching R² values of 0.64 for task performance and 0.59 for organizational civic behaviors. The effect sizes indicated a moderate to high contribution from the dimensions of managerial leadership. It is concluded that managerial leadership constitutes a key mechanism to strengthen teacher performance since the findings support instructional and transformational leadership approaches; while, in practical terms, they suggest strengthening institutional planning, pedagogical support and teacher participation in decision-making to promote continuous improvement and educational quality.