Institutional climate and teacher performance assessment in primary schools. Villa María del Triunfo, Lima

Abstract

Currently, a crucial aspect for improving results in the educational sector is the role that teachers play and their interaction with the management of the institutional environment in schools. This analysis aims to investigate the connection between the institutional environment and the performance of educators in institutions of Villa María del Triunfo, including: Educational Institution No. 7073 - "Santa Rosa de Lima"; Educational Institution No. 6019 - "Mariano Melgar"; Educational Institution No. 6020 - "Micaela Bastidas"; and Educational Institution No. 6022 - "La Inmaculada." We conducted studies with a quantitative approach, a hypothetical-deductive framework, ordinal type analysis, and a cross-sectional design. Correlational descriptive design, with a specific sample of teachers, data collection through surveys validated by three experts, reliability measured by Cronbach's alpha coefficient. The data were analyzed using descriptive and inferential statistics for hypothesis testing proposed by the Spearman's Rho coefficient.The findings revealed a p-value of 0. 001, which is below the significance threshold of 0.05, a correlation coefficient of 0. 509, which indicates a moderate and significant correlation between institutional climate management and teaching performance. Which suggest that good management of the institutional climate could significantly improve teaching effectiveness and, consequently, student outcomes.Statistical analyses were conducted considering different dimensions, such as readiness for learning, teaching, participation in school and community management, as well as the professionalization and identification of educators, all with a p-value less than 0.05 and moderate correlation coefficients.