Influencia de la gestión administrativa en el desempeño de los docentes

Abstract

Administrative management is a crucial factor that influences various aspects of the educational sector. For this reason, the main objective of this research is to determine the influence of administrative management on the performance of teachers in the 30 de Julio, Mariscal Sucre and Ramón Moncayo Benítez Educational Units, located in the city of Santo Domingo de Los Tsáchilas. This study adopts a quantitative methodology with a non-experimental cross-sectional design and a descriptive correlational scope. The sample is composed of 120 teachers, and two questionnaires were used for data collection. The results reveal that 81.7% of the teachers perceive the administrative management of their institutions as poor or acceptable, while 70.2% consider their teaching performance as optimal. Despite these perceptions, the final analysis shows that there is no significant correlation between administrative management and teaching performance. These findings suggest that, although teachers have a critical view of administrative management, this does not seem to directly affect their professional performance. This result invites reflection on other possible factors that may be influencing teacher performance and educational quality in general. The research underscores the importance of continuing to explore different dimensions of school management to identify areas for improvement that may have a more direct impact on teacher performance and, ultimately, on educational outcomes.