Perspectiva axiológica para una educación de calidad integral en el nivel de básica secundaria

The axiological perspective of comprehensive quality education at the secondary level of public institutions in Villavicencio, Colombia, was described using a positivist approach and a non-experimental, descriptive, and cross-sectional methodological design. Data were collected using a Likert-type questionnaire with five response options (Always, Frequently, Sometimes, Rarely, Never) administered to 115 school administrators. Statistical analysis was performed using descriptive analysis techniques in SPSS software. The results show a broadly favorable institutional perception regarding the indicators of ethics, equity, inclusion, and democracy, with high dominance across all indicators and low response dispersion, suggesting a strong consensus among participants. However, the inclusion indicator showed a slight decrease, highlighting the need to strengthen coherence between institutional discourse and pedagogical practices. In this sense, the findings underscore the importance of rethinking educational quality management, including an axiological perspective toward a broader, comprehensive model tailored to the needs of the context and responding to the sociocultural and territorial characteristics of the city of Villavicencio