This study examines the influence of university educational managers profiles on educational quality, using the Enneagram and leadership styles as analytical tools. The research aims to correlate leadership characteristics and managers profiles with institutional quality, focusing on the School of Medicine at the Universidad Juárez del Estado de Durango. A quantitative approach was employed, with structured surveys administered to three groups within the institution: students, professors, and administrative staff. The objective was to determine how these factors interact to impact academic performance and educational quality. Findings reveal a significant relationship between leadership characteristics and improvements in educational quality. Certain Enneagram types were associated with higher levels of educational quality and better academic outcomes, suggesting that personality traits play a key role in leadership effectiveness. The study concludes that understanding the Enneagram can facilitate the development of tailored leadership strategies to address specific institutional challenges. These findings offer valuable insights for university administrators, policymakers, and educators, providing actionable recommendations to enhance institutional quality, improve academic outcomes, and establish a framework for future research and practical applications in educational management.
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