This research examined the relationship between pedagogical accompaniment and teacher performance in three schools of the Red 08 network in Puente Piedra, Lima, Peru. A questionnaire was administered to 48 teachers to measure their perception of pedagogical accompaniment and their self-assessment of teaching performance. The results revealed a high reliability of the measurement instrument (Cronbach's alpha > 0.94) and moderate positive correlations between PA and two specific dimensions of TP: preparation for student learning and teaching for student learning. However, no significant relationship was found between pedagogical accompaniment and overall teacher performance. These findings suggest that pedagogical accompaniment can positively influence specific aspects of teaching practice, but its impact on overall performance may be attenuated by other factors. The implications of the...