Teaching Performance in Basic Education
DOI:
https://doi.org/10.37843/rted.v17i2.579
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Abstract
Teacher performance is essential to school effectiveness and educational quality. The present study aimed to identify the factors that influence teacher performance, using the PRISMA methodology to ensure replicability and avoid bias. The research was based on the systematic method, positivist paradigm, and mixed approach, with a thematic narrative design and bibliographic documentary type with a cross-section. The researchers used specific keywords to conduct an exhaustive review of the Scopus, Web of Science, ScienceDirect, and Scielo databases. The initial inquiry identified 1,260 articles; after eliminating duplicates and applying inclusion criteria, they finally examined 23 articles in depth. The process required data collection through reliable search engines and document analysis with direct information from the articles found. The results showed that internal factors such as personal attributes, vocation, and professional certification promote favorable performance. Supervision through systematic observation is essential in continuous professional development. Evaluation provides concrete data that allows the planning of personalized professional development programs. In conclusion, reviewing articles highlights the relevance of considering internal and external factors in teacher performance. Therefore, developing effective strategies that promote educational quality and teacher well-being is essential.
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