Organizational Culture And Teacher Performance Evaluation At The Primary Level Of Educational Institution No. 3089 "Los Ángeles." Callao

Abstract

The purpose of this study was to determine the relationship between organizational culture and teacher performance. To this end, both variables were analyzed in a sample of 30 teachers, considering aspects of organizational culture such as shared values, organizational communication, teamwork, leadership, and institutional participation. Teacher performance was also evaluated across the following dimensions: preparation for learning, teaching for learning, participation in school management linked to the community, and the development of professional identity. Data were organized using descriptive and inferential statistics, and Spearman correlation coefficient was used to determine the relationship between the variables.

Descriptive results showed that 56.7% of the teachers exhibited a moderate level of organizational culture, while 43.3% reached a high level. Similarly, teacher performance fell predominantly within the moderate level (56.7%), followed by the high level (43.3%). Inferential analysis revealed a very strong, statistically significant positive correlation between organizational culture and teacher performance (p = 0.889; p < 0.001).

Furthermore, the dimensions of organizational culture showed positive and significant associations with teacher performance. It is concluded that, within the sample studied, higher levels of organizational culture are associated with better levels of teacher performance. However, due to the correlational nature of the analysis, the results do not allow for the assertion of a causal relationship.