The Training of Teacher and Its Impact on the Management of Educational Units in the Ecuadorian Amazon

Abstract

The main objective of this research was to design a training strategy for teacher aimed at strengthening educational management in the schools of Ecuador’s Amazon region. The study followed a mixed-methods approach, descriptive in nature and with an applied scope, integrating both quantitative and qualitative techniques. Surveys were conducted with 120 teacher-principals, along with semi-structured interviews with 10 school leaders and documentary analysis of institutional plans. The results revealed significant gaps between current practices and desired ones, especially in the areas of pedagogical leadership, shared responsibility, professional training, and institutional support. The instrument used demonstrated high internal consistency. Based on the diagnostic findings, a proposal was developed consisting of ten training strategies tailored to the identified needs. These strategies were subsequently implemented in the participating institutions and evaluated through expert judgment. The validation analysis, using Kendall’s coefficient of concordance (W = 0.92), indicated a high level of agreement among evaluators, supporting the relevance and applicability of the proposal. The findings highlight the urgent need to strengthen school leadership training in rural contexts through contextualized, sustainable, and transformational approaches.