Efectos de los programas de evaluación del desempeño en la identidad profesional de maestros de primaria en México

Professional identity involves how teachers recognize themselves and their role within the teaching profession, and it also determines the effectiveness of their teaching. Due to the growing importance of this topic in the field of educational research, the objective of this study was to analyze the effects of two performance evaluation programs on the professional identity of primary school teachers in the Mexican context: the Teacher Career Program and the Permanence Evaluation. To achieve this, a qualitative study was conducted. Based on the interpretive method, two discussion groups and in-depth interviews were carried out with 12 participants. The results show that the meritocratic evaluation programs implemented in recent decades have caused changes in professional identity, some of which are considered indicators of a crisis. A phenomenon of professional intensification is also identified, along with a close relationship between the results obtained in evaluations and the perception of self-efficacy, a characteristic related to commitment to teaching.