Deficiencias evaluativas del desempeño docente y sus efectos en la calidad en la enseñanza-aprendizaje

Jefferson Gerardo Tipán Coyago; Marie Nathalie Hernández Godoy; Perla Leonor León León; César Ricardo Castillo Montúfar

doi:10.46642/efd.v30i331.8594

Jefferson Gerardo Tipán Coyago Universidad Bolivariana del Ecuador (UBE) https://orcid.org/0009-0006-9482-7923
Marie Nathalie Hernández Godoy Universidad Bolivariana del Ecuador (UBE) https://orcid.org/0000-0001-5804-4813
Perla Leonor León León Universidad Internacional del Ecuador (UIDE) | Universidad Bolivariana del Ecuador (UBE) https://orcid.org/0000-0003-0537-5525
César Ricardo Castillo Montúfar Universidad Bolivariana del Ecuador (UBE) https://orcid.org/0009-0001-7978-5036

DOI: https://doi.org/10.46642/efd.v30i331.8594

Abstract

Introduction: Making visible the evaluative deficiencies faced by teachers in a specific educational context constitutes a starting point for understanding how such limitations directly impact the quality of the teaching-learning process. Objective: To identify the deficiencies in the processes of teacher performance evaluation at the Unidad Educativa Juan de Salinas and their impact on the quality of teaching and learning. Methods: Descriptive/explanatory research with an exploratory approach, based on a representative sample of teachers from the Unidad Educativa Juan de Salinas (n=36), analysing multiple dimensions of perceptions regarding purposes, procedures, feedback, fairness, and the impact of teacher evaluation. Results: The highest-rated dimension was Purposes (M=3.25; SD=0.68), located at a moderate level, with 50 % of teachers in this category. In contrast, Fairness and credibility obtained the lowest score (M=2.10; SD=0.85), with 52.8 % in the very low category, reflecting distrust towards the evaluation system. Procedures and processes reached a mean of 2.90, considered low, with 44.4 % of teachers in this range. Similarly, Feedback obtained 2.45, with 72.2 % in low or very low levels. Finally, Impact on practice and motivation registered an average of 2.70, with 69.4 % of teachers in low or very low valuations. Conclusions: Deficiencies in teacher evaluation are evident, with negative effects on teaching and learning. Perceptions reflect an evaluation system restricted in terms of fairness, credibility, and feedback.

Keywords: Evaluative deficiencies, Teacher performance, Educational quality, Teaching-learning

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