Organizational Learning and Teacher Performance in Public Educational Institutions in a District of Lima

Abstract

The relationships and differences between organizational learning and the performance of teachers in five public educational institutions in a district of Lima were determined. It was a quantitative study with a comparative correlational, non-experimental design. 145 teachers were surveyed with two validated questionnaires. The Tau-b-Kendall correlation test was used for correlation analysis. For score comparisons, the normal Z test, analysis of variance and a Scheffe test were used. Significant associations were found between the variables, and it was also determined that there were differences between the average scores of the teachers by educational level (initial, primary and secondary), with greater associations between teachers at the initial and secondary levels. Finally, the promotion of learning is an aspect that would require greater attention for the better performance of regular basic education teachers, and more aggressive strategies should be established from the institutional directions to promote more and better organizational learning as a work philosophy in these professionals in a social context where knowledge and technology interact at the level of mimicry in a structure that requires competitiveness at the human evolutionary level.