PERCEPCIONES DE DOCENTES PUBLICOS DOMINICANOS: DESAFIOS Y LOGROS ESTUDIANTILES, UN ENFOQUE TEORIA FUNDAMENTADA

The research focuses on exploring the perceptions and experiences of public sector teachers in the Dominican Republic regarding the challenges and achievements they face in teaching and learning their students. This research adopted a qualitative approach to understand complex phenomena from the perspectives and experiences of individuals. It used unstructured interviews conducted with 128 public sector teachers in the Dominican Republic. Inductive coding was carried out using specialized software (ATLAS. Ti. Excel, and other mechanisms), allowing the generation of theories from the data collected. The objective is to build a theory grounded from the empirical reality of teachers. The research results reveal that educational challenges, such as lack of motivation and resources, drive the implementation of adapted pedagogical strategies that improve educational quality. Grounded theory in this context facilitates the understanding of these challenges and the generation of effective strategies. Achievements include greater equity and quality in teaching. The theory generated relates to:Constructivist Theory. Knowledge is actively constructed through experience.Zone of Proximal Development (Vygotsky). Learning is optimized with external help.Motivation Theory. Challenges increase intrinsic motivation.Systems Theory. Education as a complex system requires integrated solutions. This methodological approach emphasizes collaboration and adaptability to improve the educational system.