Teacher performance: a perception from the theory

Abstract

The teacher's performance in educational contexts could be more perceived from his role in the quality of management, leadership, competitiveness, and academic training. Its development has been affected by the misunderstanding of inclusion and attention to classroom diversity. The internalization, fromthe systematic investigation of the theories, methodologically supported in the PRISMA statement (Preferred Reporting Items for Systematic reviews and Meta-Analyses), opens a range of awareness towards the perception of teaching actions, for which twenty were reviewed. Five articles and research theses from 2016 to 2021, thus providing a new look at the topic under study. All perceptions advocate the construction of strategies to achieve educational quality, conceived from professional training and the achievement of skills, which enables management and characterizes leadership in solving educational needs.