Abstract
This study investigated the influence of teachers’ educational leadership on the self-regulation learning process of the first-semester university students of the Social Communication and Journalism program in a higher education institution in Colombia. Nonexperimental quantitative methodology and transactional correlational design were employed wherein the MLQ and the Motivated Strategies for Learning Questionnaire were used. The data collected were analyzed, thus revealing that for the educational leadership variable, the transformational leadership style presented the highest percentage of participation among teachers, and for the self-regulation learning variable, it was found that students do use self-regulation strategies.
 Keywords: Self-regulated learning, educational leadership, transformational leadership theory, academic achievement.
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