School Management to Optimize Pedagogical Accompaniment for Teachers in an Educational Institution in Cañete, Peru

Abstract

          This research focuses on the analysis of school management as a strategic tool to optimize pedagogical support in an educational setting south of Lima. Changes in curriculum design and educational demands to promote quality and excellence require transformative and innovative leadership that strengthens teaching practice. Therefore, the purpose of the study was directed toward the design of viable strategies aimed at improving actions such as pedagogical support, considering it indispensable and not limited to disciplinary supervision but rather to feedback and continuous change. The study was based on a mixed approach with a clear qualitative predominance, a socio-critical paradigm, where the integration of surveys and interviews was significant, as 40 participants were surveyed and 7 members of the educational institution were interviewed. The findings showed that support is average, with 50% of participants revealing the need to design actions that motivate the updating of teaching practice, emotional management, and classroom dialogue. It was possible to identify that the directors generate situations of insecurity, fear, and nervousness in teachers with their presence in the accompaniment, which is crucial to transform this action into advice and pedagogical support where trust and security prevail in an environment of collaborative interaction. The proposed model focuses on pedagogical accompaniment grounded in critical reflection on practice, continuous professional development, and active participation of the educational community. It is concluded that strategic school management, supported by innovation and meaningful feedback, is a key factor in strengthening teacher performance and improving institutional educational quality.