Gestión educativa y rendimiento institucional en ámbitos rurales andinos: estudio en la UGEL Tarma, Perú

Objective: To analyze the relationship between educational management and the fulfillment of school management commitments in public institutions affiliated with the UGEL Tarma, Peru. Materials and methods: A basic quantitative approach was used, with a correlational level and a non-experimental design, of cross-sectional. The population consisted of 596 Regular Basic Education teachers, and the sample of 445 teachers was selected using proportional stratified probability sampling. Two structured questionnaires were used, validated through expert judgment (Aiken's V > 0.90) and with high reliability (Cronbach's α = 0.965). Statistical analysis included descriptive and inferential statistics, applying Spearman's rho test. Results: A positive and statistically significant correlation was found between educational management and the fulfillment of school commitments (r = 0.305; p < 0.001). The dimensions of pedagogical leadership, institutional management, and school climate were associated with the achievement of goals related to student permanence, school coexistence, and improved academic performance. Conclusions: Educational management significantly impacts the fulfillment of institutional commitments, underscoring the importance of strengthening school leadership, strategic planning, and management skills in decentralized environments. It is suggested to promote public policies that prioritize the development of competencies of educational management, especially in the post-pandemic context.