Competencias del tutor y la felicidad en los niños

Context: Addressing structural challenges in educational quality in Peru requires strengthening tutoring as a mechanism for comprehensive student support. Tutor competencies may contribute to students' academic and socioemotional development, as well as to a more satisfactory educational experience. Objective: To determine the relationship between tutor competencies and student satisfaction using a structural equation model (SEM) among basic education students in the district of Ate, Peru, during 2025. Method: A quantitative study with a non-experimental, cross-sectional, correlational-causal design was conducted. The sample consisted of 256 students selected through stratified sampling. The Tutor Competency and Student Satisfaction Questionnaire (CCTSE) was administered, with content validity values above 0.85 according to Aiken's V and high reliability (α = 0.93). The structural model was evaluated using goodness-of-fit indices and standardized regression coefficients. Results: A total of 54% of students perceived a developed level of tutor competency. The structural model showed a positive and statistically significant relationship between tutor competency and student satisfaction (β = 0.407; p < 0.001). The goodness-of-fit indices were adequate (CFI = 0.94; TLI = 0.92; RMSEA = 0.06). The interpersonal-socioemotional (β = 0.31) and pedagogical-curricular (β = 0.28) dimensions showed the highest predictive weights. The model explained 48% of the observed variance in student satisfaction. Conclusions: Tutor competencies moderately and significantly predict student satisfaction. The findings highlight the importance of strengthening the pedagogical-curricular and interpersonal-socioemotional dimensions to consolidate tutoring practices oriented toward comprehensive student support and the improvement of the educational experience.