School management during the pandemic: relationship between educational support and teaching performance

Abstract

The objective of this article is to describe how pedagogical support and the level of teaching performance are perceived in the different areas of knowledge of an educational institution in the city of Quito. It is framed in the quantitative, field paradigm with a descriptive-correlational character and a census sample. An observation guide was validated and applied to monitor the pedagogical accompaniment process and for the descriptive and inferential analysis an instrument designed for the dimensions corresponding to each variable. The results of the descriptive analysis show an increase in the values ​of the means of all its dimensions, showing changes in the percentage location at the level of teachers; From the inferential point of view, there is a significant correlation between the dimensions of the variables with a high level of confidence. It is concluded that the permanent pedagogical accompaniment during the pandemic allowed teachers to have high levels of performance in their educational practice, positively influencing the integral well-being of the educational community, even more, in the promotion and implementation of transformative changes.