Desempeño directivo y práctica reflexiva docente en instituciones educativas públicas peruanas
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El proceso educativo enfrenta constantes transformaciones que desafían a los docentes a mejorar sus competencias mediante la formación continua y la práctica reflexiva. En este contexto, el liderazgo directivo juega un papel crucial en el desarrollo profesional docente, facilitando espacios de autoevaluación y mejora pedagógica. Este estudio tuvo como objetivo analizar la influencia del desempeño directivo en la práctica reflexiva de los docentes. Se empleó un enfoque cuantitativo y diseño correlacional, aplicando cuestionarios validados para medir ambas variables a 77 docentes mediante un muestreo censal. Se utilizó la correlación de Spearman para comprobar las hipótesis. Los resultados indicaron que la mayoría de los docentes evaluó su práctica reflexiva y el desempeño directivo en un nivel medio. Además, se halló una influencia significativa entre ambas variables y diferencias de género en el desempeño directivo. Se concluye que un liderazgo directivo eficaz fortalece la práctica reflexiva docente y mejora la calidad educativa.
The educational process faces constant transformations that challenge teachers to improve their competencies through continuous training and reflective practice. In this context, managerial leadership plays a crucial role in teachers' professional development, facilitating spaces for self-evaluation and pedagogical improvement. The aim of this study was to analyze the influence of managerial performance on teachers' reflective practice. A quantitative approach and correlational design were used, applying validated questionnaires to measure both variables to 77 teachers through a census sampling. Spearman's correlation was used to test the hypotheses. The results indicated that most teachers evaluated their reflective practice and managerial performance at a medium level. In addition, a significant influence was found between both variables and gender differences in managerial performance. It is concluded that effective managerial leadership strengthens teachers' reflective practice and improves educational quality.
The educational process faces constant transformations that challenge teachers to improve their competencies through continuous training and reflective practice. In this context, managerial leadership plays a crucial role in teachers' professional development, facilitating spaces for self-evaluation and pedagogical improvement. The aim of this study was to analyze the influence of managerial performance on teachers' reflective practice. A quantitative approach and correlational design were used, applying validated questionnaires to measure both variables to 77 teachers through a census sampling. Spearman's correlation was used to test the hypotheses. The results indicated that most teachers evaluated their reflective practice and managerial performance at a medium level. In addition, a significant influence was found between both variables and gender differences in managerial performance. It is concluded that effective managerial leadership strengthens teachers' reflective practice and improves educational quality.
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Vol. 9, No. 38