Teacher performance and learning achievements in rural secondary school students in Peru

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DOI:

https://doi.org/10.54943/lree.v6i1.811

Keywords:

Teacher performance, learning achievements, Social Sciences

Abstract

The objective was to determine the relationship between teacher performance and learning achievement in Social Studies among secondary school students in the Anchonga district, Huancavelica region, in 2022. Methodology: A descriptive-correlational design was used with a sample of 60 teachers and 60 students. Data were collected through questionnaires administered to teachers and observation of grade reports to measure learning achievement. Statistical analysis allowed evaluating the relationships between variables. The results did not find a significant relationship between teacher preparation, teaching, or participation in institutional management and learning achievement in Social Studies. However, a moderate positive score (0.310) was identified between teacher professionalism and identity and students' academic achievement. Conclusion: The study concludes that teacher professionalism and identity are key factors that positively influence learning achievement, while other dimensions of performance do not show a significant impact. It is recommended that these aspects be strengthened to improve educational quality in the context studied.

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References

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Published

2026-01-01

How to Cite

Chocce Soto, F. (2026). Teacher performance and learning achievements in rural secondary school students in Peru. Llimpi, 6(1), 51–56. https://doi.org/10.54943/lree.v6i1.811
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Issue

Vol. 6 No. 1 (2026): Enero-Junio

Section

ARTICULOS

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Copyright (c) 2026 Fidel Chocce Soto

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