IMPACT OF PEDAGOGICAL ACCOMPANIMENT ON TEACHER PERFORMANCE IN PUBLIC EDUCATION: EVIDENCE FROM A RURAL DISTRICT IN PERU

Abstract

The present study aimed to determine the relationship between pedagogical accompaniment and teacher performance in educational institutions under the jurisdiction of a Local Education Management Unit (UGEL) in Tocache, Peru. A quantitative approach was applied, using a non-experimental, cross-sectional, and correlational design. The population consisted of 77 teachers from the three educational levels, who responded to two validated and reliable questionnaires. The results show that both pedagogical accompaniment and teacher performance are predominantly at regular levels. However, a direct and statistically significant correlation was found between all dimensions of accompaniment and performance, with Spearman coefficients (rs) greater than 0.88. It is concluded that strengthening pedagogical accompaniment through a reflective, collaborative, and context-sensitive approach is a key factor in improving professional teaching performance and educational quality in rural settings.