Institutional climate and teaching performance in educational institutions
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The present research sought to determine the relationship between Institutional Climate and Teaching Performance in the national educational institutions of the district La Esperanza, of the UGEL N° 02 - 2016. The sample consisted of 191 teachers from 13 secondary level educational institutions. The 1999 Martin Bris Institutional Climate instrument and the Teaching Performance questionnaire proposed by the Ministry of Education were used; and validated by the researcher through judges' criteria. The results indicate that there is a direct correlation (rs =.31) and highly significant (p
The present research sought to determine the relationship between Institutional Climate and Teaching Performance in the national educational institutions of the district La Esperanza, of the UGEL N° 02 - 2016. The sample consisted of 191 teachers from 13 secondary level educational institutions. The 1999 Martin Bris Institutional Climate instrument and the Teaching Performance questionnaire proposed by the Ministry of Education were used; and validated by the researcher through judges' criteria. The results indicate that there is a direct correlation (rs =.31) and highly significant (p<.01) between both variables measured by Spearman's correlation. Teachers' perception of the institutional climate is fair (46%) and teacher performance is good (32%).Chapters I, II and IV were written by Fernando Ysmael Cenas Chacón; while Chapter III was written by Christian Edinson Murga Tirado.
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