Identidad profesional en el desempeño de docentes de inglés en instituciones educativas públicas del distrito de San Juan Bautista 2021

• Autor: Aricari Durand, Luis Fernando
• Formato: tesis de grado
• Fecha de Publicación: 2022
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/8821
• Enlace del recurso: https://hdl.handle.net/20.500.12737/8821
• Nivel de acceso: acceso abierto
• Materia: Compromiso laboral; Competencias del docente; Habilidad pedagógica; Eficacia del docente; Evaluacion del docente; Enseñanza pública; https://purl.org/pe-repo/ocde/ford#5.03.01

The present study aims to explain the influence of professional identity in English teachers’ performance at public schools of San Juan Bautista district 2021. The research type was explanatory with field study, transactional contemporary, and univariate designs. The study population was made up by 22 teachers. Results show that, in the first variable, the mean score in professional identity was 63.7 out of 100 that represents English teachers with a high or positive level of identity, as well as in its dimensions: external or social (63.07, high or positive level), internal or individual (64.32, high or positive). Results in the teaching performance variable show that the mean score was 89.03 out of 100, which represents a very efficient teaching performance. The correlation rate between both variables was r =,423. In conclusion, results of the non-parametric Spearman Rho test show that there is no correlation between professional identity and teaching performance, as p-value = 0.180> ? = 0.05; therefore, professional identity does not influence teacher performance, rejecting the study hypothesis.