Influencia de la supervisión educativa en el desempeño docente en la Escuela Básica Bolivariana Inés Oberto de Reyes

Yarelis del Carmen     Gutiérrez-de-Figueroa

doi:10.47606/ACVEN/PH0507

Authors

Yarelis del Carmen Gutiérrez-de-Figueroa Escuela Primaria Estadal Inés Oberto de Reyes- Venezuela https://orcid.org/0009-0003-4477-7559

DOI:

https://doi.org/10.47606/ACVEN/PH0507

Keywords:

Educational Supervision, Teacher Performance, Action Research, Pedagogical Support, Pedagogical Practice.

Abstract

The present study aimed to analyze the influence of educational supervision on teacher performance at the Inés Oberto de Reyes Bolivarian Basic School, located in Falcón State. The research was conducted using a qualitative approach with an action research design, which made it possible to understand the phenomenon from the direct experience of educational actors while promoting processes of reflection and improvement of pedagogical practice. The population consisted of one school administrator and twenty-one teachers. Key informants were selected based on criteria of experience and participation in school supervision processes. Data collection was carried out through semi-structured interviews, participant observation, and analysis of institutional documents. Data processing involved techniques of categorization, coding, theorization, and triangulation. The results revealed that educational supervision has traditionally been conceived from an administrative perspective, mainly focused on document review and with limited presence in the classroom. However, the implementation of action research strategies—such as pedagogical reflection circles, accompanied classroom observations, and training workshops—favored a gradual transformation toward a more formative, close, and pedagogically oriented supervisory approach. Teachers showed greater willingness to analyze their practice, recognize weaknesses, and implement improvements, which was reflected in advances in planning, classroom management, and the use of teaching strategies. Likewise, the institutional climate was strengthened, promoting more collaborative relationships between supervisors and teachers. It is concluded that educational supervision, when exercised from a reflective, participatory, and humanistic approach, positively influences teacher performance and contributes to the improvement of educational quality.

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