Strengthening Research Competencies in Elementary School Teachers: A Study of Knowledge Transfer and Pedagogical Impact in Peru

This study examines the influence of research skills acquired by regular elementary school teachers in Peru through graduate-level education on the development and transfer of research competence in classroom teaching practice. It aims to enhance teacher-student interaction in research-oriented learning environments, thereby fostering students’ cognitive development and appropriation of research tools. A cross-sectional, quantitative, non-experimental, explanatory-causal design was employed, with a sample of 455 in-service teachers enrolled in master’s or doctoral programs at public and private universities. Probabilistic sampling was applied with a 95% confidence level and a 5% margin of error. Four reliable and validated questionnaires were administered via Google Surveys. Data were analyzed using the AMOS statistical software (version 26), and confirmatory factor analysis was conducted. The measurement model demonstrated a good overall fit: χ² = 103.534, of = 101. The structural equation modeling indicated that the model required no further modification and was deemed adequate. The results show positive and statistically significant correlations (p < 0.05) for hypotheses H2, H4, and H6, with a 99% confidence level. The findings reveal that informational competence, technological proficiency, and teamwork collectively account for 45.7% of the variance in teachers’ research competence. Thus, the proposed model is empirically validated. The novelty of this research lies in its focus on graduate teacher education as a catalyst for strengthening research competence at the elementary level; this topic is underexplored in the context of Peruvian educational research. Keywords: Informational competence; research competence; technological mastery and teamwork, teacher professional development, graduate education, knowledge transfer.