Institutional Management Strategies to Strengthen Educational Quality in Public Schools in Southern Peru

Abstract

This study aimed to propose management strategies to improve the quality of educational services in a public school located in the district of Cañete, Peru. A mixed-methods approach was employed, with predominance of qualitative data, framed within the socio-critical paradigm. The research was applied in nature, with a non-experimental and cross-sectional design. The population consisted of members of the educational community, with an intentional sample of 40 participants from APAFA and CONEI, and 7 key informants including teachers, a director, parents, and administrative staff. The techniques used included a structured survey with a Likert scale and semi-structured interviews, validated by expert judgment. The main findings revealed that 65% of respondents rated the educational service as "regular," 27.5% as "efficient," and 7.5% as "deficient." The qualitative analysis highlighted five subcategories: institutional leadership, teacher performance support, collaboration with families and the community, evaluation and information management, and infrastructure and learning resources. Two emerging categories also emerged: remote education and technological resources. Based on these findings, a context-specific improvement proposal was designed, promoting professional development, collaborative management, and inclusive learning environments. In conclusion, the study confirms that effective school management must be participatory, contextualized, and focused on continuous improvement, fostering institutional leadership, technological innovation, and community engagement to ensure the quality and equity of public education.