"Teaching performance from a synergistic perspective: characterization in public institutions in Chiquinquirá and Caldas, Boyacá"
Teacher performance is an aspect that has a decisive impact on educational quality, especially when analyzed from the perspective of the strategic interaction of various competencies. The objective of this article was to describe teacher performance in public educational institutions in the municipalities of Chiquinquirá and Caldas (Boyacá, Colombia). The research was based on a descriptive level, with a field, cross-sectional, and univariate design. A Teacher Performance Scale consisting of 110 items (validity index of 0.95 and Cronbach's alpha reliability of 0.946) was applied to a sample of 81 classroom teachers, selected using proportional stratified probability sampling. The study event was operationalized through six synergies: training, planning, mediation, evaluation, compliance, and leadership. The overall results determined a median of 75.91 points, which placed the teaching staff in the high performance category. Detailed analysis revealed that the Mediation synergy recorded the highest level of execution, consolidating itself as the main pedagogical strength alongside the Evaluation and Leadership synergies. In contrast, the Training synergy was identified as the main weakness (medium level), revealing a structural contradiction: despite the fact that the teaching staff has high levels of formal qualifications (master's and doctoral degrees), there is still an unfavorable perception regarding the updating of practical and everyday pedagogical skills. It is concluded that teaching performance in the region is competent in its technical and ethical dimensions, but requires institutional management that transcends formal academic accreditation toward continuous, relevant training that responds to the dynamic realities of the classroom.
"Teaching performance from a synergistic perspective: characterization in public institutions in Chiquinquirá and Caldas, Boyacá"
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DOI: https://doi.org/10.22533/at.ed.5157326050213
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Palavras-chave: Teaching performance, Educational management, Teacher training, Pedagogical leadership, Educational synergies.
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Keywords: Teaching performance, Educational management, Teacher training, Pedagogical leadership, Educational synergies.
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Abstract:
Teacher performance is an aspect that has a decisive impact on educational quality, especially when analyzed from the perspective of the strategic interaction of various competencies. The objective of this article was to describe teacher performance in public educational institutions in the municipalities of Chiquinquirá and Caldas (Boyacá, Colombia). The research was based on a descriptive level, with a field, cross-sectional, and univariate design. A Teacher Performance Scale consisting of 110 items (validity index of 0.95 and Cronbach's alpha reliability of 0.946) was applied to a sample of 81 classroom teachers, selected using proportional stratified probability sampling. The study event was operationalized through six synergies: training, planning, mediation, evaluation, compliance, and leadership. The overall results determined a median of 75.91 points, which placed the teaching staff in the high performance category. Detailed analysis revealed that the Mediation synergy recorded the highest level of execution, consolidating itself as the main pedagogical strength alongside the Evaluation and Leadership synergies. In contrast, the Training synergy was identified as the main weakness (medium level), revealing a structural contradiction: despite the fact that the teaching staff has high levels of formal qualifications (master's and doctoral degrees), there is still an unfavorable perception regarding the updating of practical and everyday pedagogical skills. It is concluded that teaching performance in the region is competent in its technical and ethical dimensions, but requires institutional management that transcends formal academic accreditation toward continuous, relevant training that responds to the dynamic realities of the classroom.
- Jaime Enrique Niño Bernal
