This article explores the relationship between pedagogical management and teaching educational practices in public institutions of the UGEL Huánuco, Peru. Pedagogical management, understood as a process of planning, execution and monitoring, is analyzed in terms of its influence on key dimensions such as epistemology and learning. The study adopted a non-experimental, cross-sectional and correlational approach, using a sample of 97 teachers. The results show a moderate correlation between pedagogical management and teaching practices, with important challenges that include the lack of resources and continuous training in rural areas.