The Quality of Academic-Administrative Management and Teaching Performance in the Graduate Unit According to Master's Students of the Faculty of Education of the UNMSM

Abstract

The objective of this research is to study the quality of academic-administrative management and teaching performance in the Postgraduate Unit according to the master's students of the Faculty of Education of the Universidad Nacional Mayor de San Marcos period 2007 -I, Lima Peru. The research is basic, descriptive and correlational (between the quality of academic-administrative management and teaching performance). The design is non-experimental, cross-sectional, because the information will be collected in a single moment and in a single time. The study is not limited to describing, but will also allow us to infer from its results towards larger populations, it responds to the quantitative approach and deductive method; A survey was applied to a sample of 106 master's degree students to test the hypotheses, mean scores were constructed for each dimension of the variables teaching performance and quality of administrative academic management, the Spearman correlation coefficient was calculated, together with to the chi-square test statistic, the Contingency Tables. Then we proceeded to model through a regression and Multiple correlation the dimensions of teacher performance, in order to establish comparisons between the resulting coefficients, appreciating their level of contribution to the variable under study and their degree of consistency through the Analysis of variance test. ANOVA. Being the results of the study that show that the quality of academic-administrative management is significantly related to teaching performance, and reaches an acceptable level of 37.5%. There is also a significant relationship between the quality of academic-administrative management and the responsibility of the teacher; with an acceptable level of 37.7%. The relationship between the quality of academic-administrative management and the teacher's scientific and technological domain is significant, and reaches a regular level of 25.5%. And the relationship between the quality of academic-administrative management and interpersonal relationships 31.5% and training in ethical values of the teacher is moderate, with 30.3%. The results obtained show the reality of the Postgraduate Unit of the Faculty of Education at the Universidad Nacional Mayor de San Marcos in terms of its academic-administrative management; thus, it also sheds some light on the performance of teachers.