Pertinencia del PEI, Coherencia de Prácticas de los Docentes con sus Planteamientos y Rol de la Gestión Directiva en el Proceso

This article presents the findings of the doctoral research project entitled “The institutional educational project, its impact on teachers' pedagogical practices, and the role of management at the José Maria Obando Departmental Educational Institution in El Rosal, Cundinamarca,” which aimed to explain the relationship between management and teachers' pedagogical practices with the approaches of the institutional educational project. The research was explanatory, with a contemporary, cross-sectional field design. The population consisted of 40 teachers and two administrators. Data collection instruments included a checklist, a questionnaire, a semi-structured interview, and an evaluation rubric. Data analysis was performed using combined qualitative techniques through content analysis and quantitative techniques through descriptive statistics. The findings show that there is no coordination between the events studied, there is no formal document called an IEP within the institution, and therefore teachers' practices are individualized, without institutional coordination, and administrators lack clarity in the school's own approaches and fail to effectively monitor the process. For this reason, a logical model of articulation was proposed to establish coherence between the three events studied.