Monitoreo pedagógico y desempeño docente en los profesores de la Institución Educativa Secundaria GUESC de Puno, Perú

One of the strategies implemented by the Ministry of Education to improve teaching in Peru is pedagogical monitoring. This involves providing support and feedback on classroom teaching to ensure the achievement of educational objectives. Within this framework, the objective of this study was to determine the relationship between pedagogical monitoring and teaching performance among teachers at the GUESC Secondary School in Puno. The research was non-experimental, with a quantitative approach, using a cross-sectional correlational design. The sample consisted of 135 teachers from the aforementioned educational institution, which was determined by census sampling. The data collection instruments used were the pedagogical monitoring and teacher performance questionnaire, both with a validity index greater than 0.75. The results indicate that 92.2% of teachers were at the satisfactory level of pedagogical monitoring and 90.0% at the high level of teaching performance. The study concludes that there is a high, positive and significant correlation between pedagogical monitoring and teaching performance among teachers at the GUESC Secondary School in Puno during 2024. That is, good pedagogical monitoring is associated with high levels of teaching performance.