Educational Directive Leadership And Evaluation Of Teaching Performance In Educational Institution N° 8180 Celso Lino Ricaldi. Stone Bridge. Lima

• Autores: Cámac Fernández, Juan Carlos, Muñoz Sosa, Rosario Del Pilar, Escalante López, María Emperatriz
• Formato: artículo
• Fecha de Publicación: 2023
• Institución: Instituto Internacional de Gobierno
• Repositorio: Igobernanza
• Lenguaje: español
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/254
• Enlace del recurso: https://www.igobernanza.org/index.php/IGOB/article/view/254
• Nivel de acceso: acceso abierto

An administrator manager of the management of an educational institution has responsibility in its conduction. The trend today is that managerial leadership is of vital importance, even more so, pedagogical managerial leadership, since it combines their work in relation to teaching performance and their work must have a transformative framework so that changing the conditions of the school depending on a climate empathic and self-regulated based on good customs with honesty, empathy and knowledge is reflected in a good teaching performance that will result in the timely and adequate achievement of learning. Management must have a vision of the future in the midst of global trends of what a technological revolution means where computational thinking is gaining relevance in the study plans. Our research in school N. 8180 aims to provide contributions in pursuit of the improvement of the organization that promotes educational management in favor of teacher performance. It is a study with a quantitative approach, hypothetical deductive method, cross-sectional, bivariate that I work with a non-probabilistic sample of 40 teachers. A descriptive and inferential statistical analysis through Spearman's Rho statistic, allows us to conclude that indeed in a hypothesis contrast test with a significance of 0.05, a correspondence r=0.746 equivalent to a percentage of 76.85% allows us to conclude that leadership Pedagogical directive is significantly related to the evaluation of teacher performance. Institutional planning (r=0.529, 54.30%), financial issues (r=0.557, 56.30%), evaluation and accountability (r=0.619, 63.80%) as well, as well as the management of educational processes (r =0.578, 59.30%) show that there is indeed a significant relationship between the pedagogical leader and teacher performance in each subdimension.