La marca personal docente y su impacto en el desarrollo del estudiante

The present academic monograph critically explores the construction of teacher personal branding as an intentional and ethically grounded pedagogical phenomenon, analyzing its implications for student learning, motivation, and trust. From an integrative perspective that articulates the historical-cultural framework of developmental teaching (Vygotsky, 1978; Davydov, 1990) with contemporary constructs of teacher professional identity and authentic pedagogical presence, it is argued that personal branding—when grounded in ethical coherence, disciplinary competence, and relational commitment—can function as a socio affective scaffold for students’ holistic development. Through a systematic documentary review of academic sources published between 2010 and 2025, the study identifies mechanisms by which teacher authenticity, consistency, and reflective visibility influence students’ motivational self-regulation, the development of epistemic agency, and interpersonal trust in the classroom. The monograph concludes with recommendations for initial and continuing teacher education, emphasizing that teacher personal branding is not a market-driven strategy, but an ethical and pedagogical manifestation of professional identity.