Luis Fernando Chanta Chanamé, Patricia Janet Clavo Núñez.

DOI: 10.59427/rcli/2023/v23cs.280-289

The professional performance of teachers is the greatest concern of society and of the regulatory bodies of the education sector, since it is the main pillar for improving the quality of the educational service. This research aimed to systematize the scientific knowledge published in indexed journal articles on teacher performance in basic education during the period 2019 to 2021. The research is located in the mixed approach, the methodology used is the systematic review, hermeneutic method, retrospective bibliometric type. The documentary study was carried out on a sample of 26 scientific articles selected and located in six high-impact databases such as DIALNET, EBSCO, SCIELO, SCOPUS, DOAJ and REDALYC that are chronologically included between the years 2019 to 2021, for this An advanced search was carried out strictly complying with the inclusion and exclusion criteria. The results show that, until the year 2021, the largest publications on teaching performance have been produced in Peru, in addition, that in the investigations 50% of them were carried out with the quantitative approach and 42% with the qualitative approach. We conclude that teaching performance is fundamentally associated with the evaluation processes implemented by the ministries to measure individualized results, but not with the qualitative improvement of pedagogical practice, generating dissatisfaction, insecurity and fear in teachers.

Pág. 280-289, 14 May