Supervisión pedagógica y desempeño profesional docente en la institución educativa emblemática "toribio rodríguez de mendoza" - san nicolás, 2014

• Autor: Calvo Méndez, Cristina Elizabeth
• Formato: tesis de maestría
• Fecha de Publicación: 2016
• Institución: Universidad Nacional de Trujillo
• Repositorio: UNITRU-Tesis
• Lenguaje: español
• OAI Identifier: oai:dspace.unitru.edu.pe:20.500.14414/2982
• Enlace del recurso: https://hdl.handle.net/20.500.14414/2982
• Nivel de acceso: acceso abierto
• Materia: Supervisión pedagógica, Acompañamiento pedagógico, Verificación/control, Monitoreo pedagógico, Desempeño profesional docente

The next research entitled Pedagogical Supervision and Teacher Performance at Institución Educativa Emblemática “Toribio Rodríguez de Mendoza” – San Nicolás, 2014”,; it is designed to determine the influence between the pedagogical supervision and teacher professional performance. The hypothesis that has been formulated indicates: the pedagogical supervision relates directly and meaningful with teacher professional performance at Institución Educativa Emblemática “Toribio Rodríguez de Mendoza” – San Nicolás, 2014”, Methodology focused research within the positivist paradigm program, on a quantitative approach, basic rate, non-experimental design contrast level descriptive hypothesis - correlational, because this level assumes that establishes a relationship between the variables pedagogical supervision and teacher professional performance. Four instruments were applied to the entire sample, the first three, measuring the variable pedagogical supervision and the fourth measuring the variable teacher professional performance; collect information which allowed, link and measure the study variables, perform correlations, corresponding comparisons. The sample consisted of 103 teachers who work at the school which represents a representative number. The results were analyzed in descriptive and inferential-level. According to the hypothesis formulated. On the descriptive level, it was used, measures of central tendency; on the inferential level, it has made use of the statistical parametric using Pearson correlation coefficient test and linear regression. Results allowed us to establish that a direct relationship and significative exists between pedagogical supervision and teacher performance by Pearson correlation analysis, with a value of 0.892 with a p-value (sig) 0, In addition, when p equals 0.000 (p <.05), it is statistically significant evidence. To detail the research, it has also obtained significant positive direct relationship between verification/ pedagogical control and teacher professional performance (0.810), pedagogical monitoring and teacher professional performance (0.881) and educational support and teacher professional performance (0.892). Finally, this concludes, as the role of pedagogical supervision increases, increases teachers' professional performance, too. Thus, optimal compliance pedagogical supervision is essential to increase teacher professional performance levels and improve the quality of education.