Graciela Esther Sánchez Loyola
DOI: 10.59427/rcli/2023/v23cs.3757-3763
The objective of the research was to evaluate the impact of curricular planning and pedagogical processes on teaching performance in the multi-teaching educational institutions of the UGEL Santa. The methodology used was statistical analysis through the structural equation model and the systematic review of various background information related to the research topic. The study being an empirical type of associative strategy with a multivariate correlational explanatory design, the relationship that exists between the study variables was verified, corroborated with the analysis of various study backgrounds. To argue the discussion, the theoretical support on curricular planning, pedagogical processes and teaching performance has been taken into account. The population is made up of 164 teachers from the schools where the research was carried out. The structural regression analysis presents a regression coefficient that suggests a positive, although not statistically significant, relationship between pedagogical processes and teaching performance; However, curricular planning shows a positive and statistically significant relationship with teaching performance, supported by a substantial regression coefficient. The findings suggest that quality in curricular planning is more strongly associated with teaching performance compared to pedagogical processes, underscoring the importance of strategic planning in the educational context.
Pág 3757-3763, 31 Dec
