Improvement in teacher performance following the implementation of school leadership mentoring in a public educational institution in Iquitos, Peru
DOI:
https://doi.org/10.35622/Keywords:
educational leadership, formative assessment, teacher effectiveness, teacher evaluation, teacher supervisionAbstract
Educational quality depends on teacher performance and school leadership mentoring; however, weaknesses in pedagogical monitoring, resistance to innovation, and limited systematic feedback persist. The objective was to verify the improvement in teacher performance following the implementation of school leadership mentoring in a public educational institution in Iquitos, Peru. A quantitative approach was used, with a single-group pre-experimental design and pre-test and post-test measurements. The census sample included 36 teachers, to whom a questionnaire, observation sheet, and rubric were applied to collect information on teacher performance. Descriptive analysis showed an improvement in teacher performance after the intervention, shifting from 97.2% at the lowest level and 2.8% at the intermediate level in the pre-test to a distribution concentrated at higher levels in the post-test, with 30.6% at the highest level and 52.8% at the intermediate level, reflecting a marked change in the frequency of the practices assessed. In inferential analysis, Shapiro–Wilk indicated non-normality in the pre-test (p = 0.006) and post-test (p = 0.018); therefore, the Wilcoxon test was applied (α = 0.05), finding significant differences across all dimensions and in the total score (p < 0.001; overall Z = −5.201), with higher scores after the intervention. It is concluded that the professional development strategy oriented toward school leadership mentoring yielded positive results even in contexts with limited training resources, suggesting its contribution to reducing educational quality gaps and to sustaining reflective and collaborative pedagogical leadership practices.
References
Abbasi, S., Abbasi, P., Alvi, H., Murk, T., & Sajjad, R. (2025). The impact of leadership styles on teacher effectiveness: A study in Larkana schools. The Critical Review of Social Sciences Studies, 3(1), 2799-2809. https://doi.org/10.59075/08p39x93
Abrigo-Picon, D. R., & Aliaga-Pacora, A. A. (2023). Acompañamiento pedagógico de los directores y desempeño docente en instituciones educativas. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 12569-12581. https://doi.org/10.37811/cl_rcm.v6i6.4265
Aparicio-Molina, C., & Sepúlveda-López, F. (2023). Teacher professional development: perspectives from a research experience with teachers. Revista Electrónica Educare, 27(2), 1-16. https://doi.org/10.15359/ree.27-2.15870
Asmare, M. A. (2025). Teachers’ experiences of continuous professional development: Implications for policy and practice. Social Sciences & Humanities Open, 11, 101514. https://doi.org/10.1016/j.ssaho.2025.101514
Azmi, N. A., & Musa, M. (2025). The role of instructional leadership, teacher efficacy, and collaborative practices in enhancing teacher professional development and student outcomes. International Journal of Education, Psychology and Counseling, 10(61), 657–679. https://doi.org/10.35631/IJEPC.1061046
Berhanu, K. Z. (2025). The relationship between principals’ pedagogical leadership practices and teachers’ job performance: the role of sociodemographic characteristics. BMC Psychology, 13(1), 89. https://doi.org/10.1186/s40359-025-02415-7
Bush, T., & Glover, D. (2014). School leadership models: What do we know? School Leadership & Management, 34(5), 553-571. https://doi.org/10.1080/13632434.2014.928680
Canales de La Cruz, M. G. (2025). Fortalecimiento de las prácticas pedagógicas en instituciones públicas a través del acompañamiento docente contextualizado. Revista Docentes 2.0, 18(1), 325–332. https://doi.org/10.37843/rted.v18i1.610
Córdova-Calle, G. N. (2025). Acompañamiento pedagógico y desempeño docente en la IE Jiménez Pimentel, nivel secundario, Tarapoto. Revista Científica Episteme Y Tekne, 4(2), e1226. https://doi.org/10.51252/rceyt.v4i2.1226
De la Iglesia Mayol, B., Forteza Forteza, D., & Duma, L. (2024). El feedback entre iguales y el desarrollo profesional docente: revisión sistemática. Revista Española de Pedagogía, 82(288), 335–358. https://doi.org/10.22550/2174-0909.4044
Flores Ocaña, E. R., & Chunga Pingo, G. E. (2023). Acompañamiento pedagógico directivo en el desempeño docente de una Red Educativa Rural. EVSOS, 1(3), 71–88. https://doi.org/10.57175/evsos.v1i3.35
Hallinger, P. (2011). A review of three decades of doctoral studies using the principal instructional management rating scale: A lens on methodological progress in educational leadership. Educational Administration Quarterly, 47(2), 271-306. https://doi.org/10.1177/0013161X10383412
Hernández-Sampieri, R. & Mendoza Torres, C. P. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta (1ª ed.). McGraw-Hill Education.
Macias Monroy, H. I. (2025). El acompañamiento directivo y su impacto en la práctica docente: percepciones en la Nueva Escuela Mexicana. Ciencia Latina Revista Científica Multidisciplinar, 9(6), 2467-2481. https://doi.org/10.37811/cl_rcm.v9i6.21376
Maryani, D. (2025). Systematic literature review: principal’s leadership in improving teachers’ performance. PPSDP International Journal of Education, 4(2), 818–833. https://doi.org/10.59175/pijed.v4i2.577
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. (2017). Accountability in Education: Meeting our Commitments. UNESCO. https://digitallibrary.un.org/record/4028113
Organización para la Cooperación y el Desarrollo Económicos. (2020). OECD Reviews of School Resources. OECD Publishing. https://cutt.ly/gtUPrDGF
Papadakis, S., Kanadlı, S., Kardas, A., Tülübaş, T., Karakose, T., & Polat, H. (2024). Investigating the relationship between leadership for learning and student achievement through the mediation of teacher performance: A meta-analytic structural equation modeling (MASEM) Approach. Education Sciences, 14(12), 1320. https://doi.org/10.3390/educsci14121320
Pont, B., Nusche, D., & Moorman, H. (2008). Improving School Leadership: Policy and Practice. Volume 1. OECD Publishing. https://cutt.ly/ZtUPQHs0
Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational administration quarterly, 44(5), 635-674. https://doi.org/10.1177/0013161X08321509
Ruiz Chota, L. M., & Danielli Rocca, J. J. (2024). Desempeño docente y calidad educativa universitaria: Revisión sistemática. Horizontes Revista de Investigación en Ciencias de la Educación, 8(32), 348–364. https://doi.org/10.33996/revistahorizontes.v8i32.728
Sandoval-Estupiñán L. Y., Pineda-Báez C., Bernal-Luque M. d. R. y Quiroga C. (2020). Los retos del director escolar novel: formación inicial y liderazgo. Revista Complutense de Educación, 31(1), 115-124. https://doi.org/10.5209/rced.61919
Valencia Vargas, E., Barinotto León, V. M., Córdova García, U., Borjas Espiritu, E., & López Castillo, C. A. (2024). Acompañamiento pedagógico del directivo, una estrategia para la mejora de la práctica pedagógica. Horizontes Revista de Investigación en Ciencias de la Educación, 8(32), 93–106. https://doi.org/10.33996/revistahorizontes.v8i32.707
Vega Angeles, P. G. (2022). Desafíos en el acompañamiento a la competencia profesional del docente en tiempos de pandemia. Religación, 7(31), e210884. https://doi.org/10.46652/rgn.v7i31.884
Vega, P., & Vásquez, C. (2021). Acompañamiento pedagógico y desempeño docente en educación primaria. Revista Espacios, 42(19), 1-8. https://doi.org/10.48082/espacios-a21v42n19p01
Vivanco Maita, F. O. (2022). Análisis del acompañamiento directivo, su repercusión en el aula virtual y el desempeño docente en una escuela de Junín, 2022. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 5073-5087. https://doi.org/10.37811/cl_rcm.v6i6.3798
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Jhosiveth Zambrano, Cecilia Rios, Ketty Alarcón, Ronald Rucoba (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
