Patricia Janet Clavo Núñez, Luis Fernando Chanta Chanamé, Víctor Augusto Gonzales Soto

DOI: 10.59427/rcli/2023/v23cs.290-296

The professional performance of teachers is the greatest concern of society and of the regulatory bodies of the education sector, since it constitutes the main pillar for the improvement of the quality of the educational service. This research aimed to systematize the scientific knowledge published in articles of indexed journals 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 selected scientific articles located in six high-impact databases such as DIALNET, EBSCO, SCIELO, SCOPUS, DOAJ and REDALYC that are chronologically between the years 2019 and 2021, for which made an advanced search strictly complying with the inclusion and exclusion criteria. The results show that, up to the year 2021, the largest publications on teacher performance have been produced in Peru, in addition, that 50\% of the research was carried out with a quantitative approach and 42\% with a qualitative approach. We conclude that teacher performance is also associated with the evaluation processes implemented by the ministries to measure individualized results, but not in the qualitative improvement of pedagogical practice, resulting in teacher dissatisfaction, insecurity, and fear.

Pág. 290-296, 14 May