Teacher self-evaluation and the educational quality of a basic education institution in the city of Lima

Abstract

The present study is aimed at determining the level of relationship that exists between teacher self-evaluation and the educational quality of a basic educational institution. We used the characteristics of a quantitative and substantive, non-experimental research, and using the correlational descriptive design. It was not necessary to determine a sample, since, for the number of teachers, it was chosen to work with the census sampling method. In the process of teacher self-evaluation, 57.2% of teachers have a medium level perception. In addition, the correlation analysis shows a moderate relationship (r = 0.43) between teacher self-evaluation and educational quality; therefore, the general hypothesis of the investigation is validated. Likewise, the research results show that the teaching self-evaluation from its administrative availability are related (r = 0.93) to the level of educational quality, evidencing a high correlation. Likewise, the teacher self-evaluation from the participation of staff are related (r = 0.95) to the level of educational quality, as well as from the pedagogical efficiency that are related (r = 0.97) to the level of educational quality, indicating a high correlation. The quality of education reflects indicators that must be taken into account in order to achieve improvement results in relation to working conditions, as well as in the implementation of training processes according to the needs detected after self-evaluation.