Dimensions of the teacher performance evaluation for curricular development

Abstract

Analyze the dimensions of the evaluation of teaching performance for the curricular development of the primary education level of School Zone No. 12 Penonomé District Coclé Province in Panama. It was supported by theoretical contributions from the authors Chiavenato (2016), Robbins (2020), Sánchez and Bustamante (2019) and Rizo (2019). The methodological journey was considered the paradigm of multi-method articulation; descriptive type with an interpretive approach; the non-experimental, field and transectional design. The population was 36 supervising teachers, the data collection techniques were a 15-item questionnaire; subjected to construct validation through the judgment of 5 education specialists. For reliability, Cronbach's Alpha was applied, resulting in 0.83, a very high magnitude. Statistically, the results were grouped in double-entry tables and graphs with percentages using statistics according to the SPSS version 22.0 package. It is concluded: regarding self-assessment, the supervising teacher almost never and never: frequently self-evaluates to achieve development personal and institutional. In the student evaluation, it was determined that the student is almost never and never allowed to choose the teacher with whom he or she will begin the new course. To assess the work dynamic, the collaboration is sometimes provided and almost never developed. In this order, almost never and never, the teacher is evaluated by managers or supervisors. Finally, almost never, sometimes and never, the supervising teacher considers the evaluation of learning as an interactive process.