Results-oriented management and educational quality perceived by teachers in a public institution
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Abstract
Results-oriented school management seeks to connect planning, resource allocation, pedagogical support, and engagement with the local environment in order to sustain institutional improvement. This study examined the relationship between results-oriented school leadership and teachers’ perceived educational quality in a public school in Huaraz, Peru. A quantitative, nonexperimental, cross-sectional, correlational design was implemented. Participants were 96 primary and secondary teachers, representing the census of eligible teaching staff in 2024. Two 20-item Likert-type questionnaires were administered. Content validity, estimated through Aiken’s V, was .858; internal consistency reached ? = .848 for school leadership and ? = .881 for perceived educational quality. In this institutional case, practices that connect the school with families and community actors, together with pedagogical actions, displayed the strongest associations with perceived quality. Given the cross-sectional design and self-report measures, findings indicate covariation rather than causal effects. Participatory cycles of evidence use, teacher support, and two-way communication with the community are recommended
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