Educational management and quality of teaching in teachers of a private educational institution in Santa María, 2024

Abstract

Objective: To determine the relationship between educational management and teaching quality among teachers at a private educational institution in Santa María, 2024. Method: Quantitative, descriptive-correlational, nonexperimental, and cross-sectional study. The population consisted of 24 teachers (total census). Two five-point Likerttype questionnaires were applied, each with 24 items distributed across three dimensions. Validity was established using Aiken's V (> 0.80), and reliability was assessed using Cronbach's alpha (α = 0.90 and α = 0.88, respectively). Normality was assessed using the Kolmogorov-Smirnov test (p < 0.05), and Spearman's correlation was used for inferential analysis. Results: A positive and significant relationship was identified between educational management and teaching quality (rho = 0.500; p = 0.014). The administrative dimension showed the highest correlation (rho = 0.585; p = 0.004), while the institutional (rho = 0.333; p = 0.102) and curricular (rho = 0.333; p = 0.102) dimensions did not reach statistical significance. Conclusions: Educational management is significantly associated with teaching quality in the studied context. The administrative dimension constitutes the most influential component, suggesting that resource organization, leadership, and institutional support are key factors for the development of high-quality teaching practices in private educational institutions.