Bibliographic citations
Mormontoy, A., (2024). Desempeño docente, clima de aula y desarrollo de competencias de estudiantes de primaria del área rural, urbana y EIB de la provincia de Urubamba – 2023 [Universidad Andina del Cusco]. https://hdl.handle.net/20.500.12557/7148
Mormontoy, A., Desempeño docente, clima de aula y desarrollo de competencias de estudiantes de primaria del área rural, urbana y EIB de la provincia de Urubamba – 2023 []. PE: Universidad Andina del Cusco; 2024. https://hdl.handle.net/20.500.12557/7148
@phdthesis{renati/1127442,
title = "Desempeño docente, clima de aula y desarrollo de competencias de estudiantes de primaria del área rural, urbana y EIB de la provincia de Urubamba – 2023",
author = "Mormontoy Pino, Armando",
publisher = "Universidad Andina del Cusco",
year = "2024"
}
Teaching performance in the classroom environment and the development of competencies are important aspects to consider in the management of educational institutions, however, they are not always considered. The objective of this research was to analyze how teacher performance, classroom climate are coherent and cohesive with the development of competencies in primary educational institutions in rural, urban and EIB areas from the perspective of teachers in the Province of Urubamba – 2023. The mixed methodology was used, with a non-experimental, descriptive, correlational design in the quantitative part, applying it to 116 teachers of primary educational institutions in the rural, urban and EIB areas of the Province of Urubamba. It was found that each variable has a regular level and there is a direct and significant correlation in all three variables. In addition, the correlation matrix between the dimensions of the variable’s teacher performance, classroom climate, and competency development range from low to moderate. In the qualitative part, a semi-structured interview was used with a manager from each sector (rural, urban and EIB), the results revealed that in the teaching performance, the following of pedagogical orientations, shared leadership and openness to innovation are highlighted, while areas for improvement such as conflict resolution and the equitable distribution of tasks among teachers are identified. Regarding the classroom climate, the importance of respect, communication and cooperation is highlighted, along with the promotion of friendship and trust among students. These aspects are related to the development of competencies, where flexibility, adaptability, creativity and personal autonomy are emphasized, considering cultural and linguistic diversity in the EIB context. It is concluded that there is a significant direct relationship between the three variables (F = 10.313, sig. <0.05) and that teaching performance and classroom climate are coherent and coherent with the development of competencies in educational institutions.
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