Public Policies and Teaching Performance in Teachers of Peruvian Public Institutions
DOI:
https://doi.org/10.37843/rted.v17i2.500
Article Sidebar
Main Article Content
Abstract
Public policies in education and teaching performance are crucial in building the foundations that promote students' well-being and educational development at their different academic levels. The research aimed to analyze the link between public policies and teaching performance. It was based on the hypothetico-deductive method and positivist paradigm, with a quantitative approach, non-experimental design, correlational type, and cross-sectional. The sample included 114 teachers from public educational institutions, evaluated using the "Educational Policy Measurement Scale" and the "Knowledge Test on the Framework of Good Teaching Performance." The results revealed the absence of a significant contribution between public educational policies and teaching performance in the analyzed sample (r = -0.008, p = 0.931). Despite the lack of qualification, the study contributes to the educational field by delving into the complexity of this interaction. Therefore, the discussion highlights the need to consider various factors and examine these relationships in specific contexts. Finally, the work discovered a solid foundation for future research, suggesting the exploration of underlying factors and new dimensions in this relationship.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
References
Arteaga, C. M. M., & Jara, L. E. H. (2023). Políticas educativas y calidad de la educación en básica secundaria: tendencias investigativas. Ciencia Latina Revista Científica Multidisciplinar, 7(1), pp. 4591-4602. https://doi.org/10.37811/cl_rcm.v7i1.4784 DOI: https://doi.org/10.37811/cl_rcm.v7i1.4784
Banco Mundial. (2021). Hacer frente a la crisis educativa en América Latina y el Caribe [Informe]. https://n9.cl/bs1b2
Beltrán, M. R. & González, A. D. T. (2008). Las concepciones sobre “evaluación” de profesores y estudiantes: sus repercusiones en la evaluación del desempeño docente. Reencuentro. Análisis de problemas universitarios, (53), pp. 97-112. https://n9.cl/j9mp5u
Cuenca, R. (2020). La evaluación docente en el Perú. https://n9.cl/8754o
Donayre, V M. R. (2020). Políticas públicas educativas de desarrollo docente y la calidad educativa, nivel primario en la Dirección Regional de Educación, 52, LimaMetropolitana-2020. https://n9.cl/qag8r
Escriba, S. (2021). Políticas educativas en el desempeño docente en la Unidad de Gestión Educativa Local Víctor Fajardo – Ayacucho, 2021 [Universidad César Vallejo]. https://hdl.handle.net/20.500.12692/69405.
Espinoza, O. (2009). Reflexiones sobre los conceptos de “política”, políticas públicas y política educacional. Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, 17, 1-13. https://n9.cl/iot1t
Fernández Alvarado, J. C., Bocanegra Vilcamango, B., Carrasco Huamán, DI, Cervera Gómez, RL, & Rojas Torres, C. B. (2023). Educación y Cosmovisión Awajún. Universidad Ciencia Y Tecnología, 27 (121), 28-41. https://doi.org/10.47460/uct.v27i121.752 DOI: https://doi.org/10.47460/uct.v27i121.752
Gómez-López, L. F., & Valdés, M. G. (2019). La evaluación del desempeño docente en la educación superior. Propósitos y Representaciones, 7(2). https://doi.org/10.20511/pyr2019.v7n2.255 DOI: https://doi.org/10.20511/pyr2019.v7n2.255
Hernández-Sampierí, R., Fernández-Collado, C., & Baptista-Lucio, P. (2014). Metodología de la investigación (6a. ed.). McGraw-Hill.
Hidalgo-Delgado, S. (2022). Calidad en el desempeño docente en la universidad nacional del Cusco. Ciencia Latina Revista Científica Multidisciplinar, 6(1), pp. 1568–1588. DOI: https://doi.org/10.37811/cl_rcm.v6i1.1599 DOI: https://doi.org/10.37811/cl_rcm.v6i1.1599
Meny, I., & Thoenig, J. C. (1992). Las políticas públicas. Versión española a cargo de F. Morat. Barcelona.
Ministerio de Educación. (2016). Marco del buen desempeño docente. https://n9.cl/dw0o9
Motta, P.S. (2021) Políticas educativas y desempeño docente en la DREC,2019. https://hdl.handle.net/20.500.12692/57228
OCDE. (2018). Políticas docentes efectivas: Conclusiones del informe PISA. Edición de la OCDE. DOI: http://dx.doi.org/10.1787/9789264301603-en DOI: https://doi.org/10.1787/9789264301603-en
ONU México. (2022). Transformemos la educación para un futuro con más esperanza. https://n9.cl/ae0fn
Pisconte, S. K. G., Pisconte, G. G. G., Huaman, W. F. L., & Rivera, A. R. F. (2023). Políticas públicas educativas en el desempeño docente: un enfoque en el contexto peruano durante la COVID-19. Dilemas Contemporáneos: Educación, Política y Valores. DOI: https://doi.org/10.46377/dilemas.v2i10.3497 DOI: https://doi.org/10.46377/dilemas.v2i10.3497
Reimundo, J. J. L., Romo, E. J. C., Maldonado, A. E. V., & Tirado, C. Y. B. (2022). Gestión escolar durante la pandemia: relación entre el acompañamiento pedagógico y el desempeño docente. Revista Venezolana de Gerencia: RVG, 27(97), 58-70. https://doi.org/10.52080/rvgluz.27.97.5 DOI: https://doi.org/10.52080/rvgluz.27.97.5
Rodríguez Apaza, V. M. (2017). Nivel de conocimiento sobre el Marco del Buen Desempeño Docente por parte del profesorado de la IEP N° 70025 Independencia Nacional–Puno, 2017. https://n9.cl/phfs0
Suárez Mora, L. M. (2019). Desempeño docente y rendimiento académico en el área de Matemática de la Institución Educativa “Carlos Julio Arosemena Tola” del Cantón de la provincia del Guayas Ecuador 2018. https://hdl.handle.net/20.500.12672/10471
Unesco. (2018). La política educativa de México desde una perspectiva regional. México: INEE-IIPE UNESCO. https://n9.cl/4508b
Unesco. (2018). Resumen del informe de seguimiento de la educación en el mundo 2019. Migración, desplazamiento y educación: Construyendo puentes no muros. https://n9.cl/upxkc
Unesco. (2020). Informe de seguimiento de la educación en el mundo, 2020, América Latina y el Caribe: inclusión y educación: todos y todas sin excepción. https://n9.cl/whcum
Únete a nuestro canal de Telegram para recibir notificaciones de nuestras publicaciones
