ALUMNO - ANGIE ELIANA JIMENEZ MOLINASOOMMETRIX202025-01-07T21:31:00Z2025-01-07T21:31:00Z2025-01-07T21:31:00Z122918126055105029714867616

El coaching educativo, el desempeño y la identidad, en los docentes

del Distrito de Castilla, Piura: Perú, 2021

Educational coaching, performance and identity, in teachers

of the District of Castilla, Piura: Peru, 2021

Coaching educacional, desempenho e identidade em professores

do Distrito de Castilla, Piura: Peru, 2021

Nestor Hernán Cayra Pumanestorcayra@upeu.edu.peiVBORw0KGgoAAAANSUhEUgAAADQAAAA0CAYAAADFeBvrAAAAAXNSR0IArs4c6QAAAHhlWElmTU0A KgAAAAgABAEaAAUAAAABAAAAPgEbAAUAAAABAAAARgEoAAMAAAABAAIAAIdpAAQAAAABAAAATgAA AAAAAADcAAAAAQAAANwAAAABAAOgAQADAAAAAQABAACgAgAEAAAAAQAAADSgAwAEAAAAAQAAADQA AAAAJqg2RQAAAAlwSFlzAAAh1QAAIdUBBJy0nQAACVlJREFUaAXdWltsVMcZ/mfOXnwHEoIBY2Iq Ck0vmBqCMA+0tGAi9aI2rdIQWiqVhgce+lCiqJVSyQ+pelHzUrV9SOqHOCEgqqptokqpcQNJK+yA 4mJaCEHQBIwLtsOd9Xr37DnT7zt78Xp3z+5ibOx2pN2dPTPnn++b+ef//7komeLU2d9WHUrcXCpK msSyGlzXqVeivotmjBHToUQPK8u9KLZ8EA/UXdjR3BWZSghqKoQd6F+3zKjAZtc1myGwxYhaYmmp 0AFQQQN23HjNBENKmHMTRhxXxkBxUGnpU0odVCbR/Vjz0ffvFs+kCbUb0Sv6Wtt0UH9HXLMlEFJz idYBWBDjcBRNCi1rrcQCabJOxM11POvG+x1nWnq62pW4RQX4FE6K0P7jG9oA4geQuSkAQLbtiplU 8+OoMFISDGpJoEOQDqFzfvr46iNd4zXKy90RoX1HH25U4cCzEP1Ny9Lajt8lCx+MwZAWx3Ep/GUT Szyzbd2xAZ+qeY/LJvTKO+u/ZAX0LwNB1RSPYURKqFReS3f4gCoZCmPEbPOBk3C/98Sa3tfKEYGB Lp1A5mkrqH8PNWuKjU0/GSJih7Ettsm2iaE0Um86+ldrb8fE//L6nwdD1p5E4u7niX9LxUs4vwIB DWvpPHfm1d6ngctX14uOEMmEKkDGZ9Ib48DAJYBmevWPBocYiIWYitH3JfQyhpgjY/vMFxKprVgq 91c9BPn0L9NMCuKJhZiIzY9UQaOw7x8bvqAt+QP8SbCQOXaNLR+5/4uydskeCehKOXflNTk2ULTj /Nq/4+dUP/gv23Xkq9s+feTPuQLyRujA8dYGsPwNKhYkQ/XSKigfW7BNglaNKGXJ8vlfkTkVTSn1 y21iav+nOjhIjMSaKz2PEFT1J8EKtZQev3CCC8fcGY0PZ4rjzk2JO7eheHniMnWmMkNsxEisuXIn qNzevvWbYU1edx1jFfMzNAa1FY2yevFuCQfmyunhfTJw/U2MXCBX/rT9p5/SlnJgfR/Z3tLbnW4o Q6j90GcDK+bEuuGlP1NOBEBSNAQcFYSanhqmhd6rX0YUwPrmmRvhze2bDtPcjuvI8tr45xCXbSyH jAeYsxMJoShIWV4++ytp0mnWi31sRN0xSbhjqGd70rJllMoTKzETe7puRke0dnfpgKXEd+6kX0H4 b+KyZM5GWQnDwDRyu19OXHp+gsqtbXxK6mAoiiWSGUtclRvRf8tI5J9ybfQ9kIuKpUN4LaM8xUQI lihKJ5xdqOQFsh6hvX0bHkRfbyl3dAxMTVWoXhbWPuw1RmAcqez0QHWzzKtakf2oaJ4yr4yekjMj v5Pz17q8kdWwoKVSErPaQg7bW46c9whpI23BSl0XZ+xUZiKAdEpGC+l/yd+kCiXzCXcUaySo+IRO h6LqsFiKo4EiqPD86k96n6XzPi/HLvxMRu3hknOTMEIVus6OmjaIecEjZBT+mAmteY1M1ddRgLt0 820QCGaJVBLUVVIdXiQLalqkce4mqQ0v8cqpztXLF8rhc3vgHoYmqHKWgPEsPYw2W/D9QqCzf1W1 JKTF3++MvzfZXMy57vmt5NwYl0I1vRY9C5N/WE5efhHO+nH5xMJve6Myr3KFtD74I5D6PiJvBy/5 dzixw820dP5lVTXmVHUjRhubGX6OdBzAZHM07VSp3A/9FkkyfLLd23L8P7+W3vM/Tlk8wRxdJx+d /ygsYbxo08QOv7QksKi6UeuEWWZZKlzMkRaVNkWFJJ2MC/8ER70/I3XlA9+A854Ho+Pf4cQOJxsm F3SbNHB3ZrYkGglGHlH7igepJtyAkVoLo0I/5Z9Smy0N2hVdzzBitiQGuzQEl2+9nYFUX7smzy1k ClMZcnBdXY+4xTxpx/yHM/fFe/Gf6nUlcirT1JyKZTDv2RYyU5TJkINSZqcGs3GHkime2Qy3J6OI INIpFKjDGoiEinc8icCnqo5geBbpXIpFdpRgOOtLWC1yUEZ1aC3uUIm66Y66Z79UuZrQ4kx7scQ1 cbzg1b/jPUun3SHG/oPca55Nif6J0UM6XYuegW/yVgfpR3m/XmAALtoNqPcdx8Rmi6VjDHhf1UoQ ak6BNgibehE9+AeqnoUDB3KBL4oMIMAb5Mb5TKek89TyqUVPIoKo8OB8GDkpw1ieFFsNEztU7mLi UmRA72g+EYFR6fMc0wwyokoZfFY37PbWWoTCiP5flzu8RWCxWI7YMUp9O7aeiHjRtjKmC6S+Pl18 kqvXBKxQ7iYKwlMEnjTTXAyuWrRLmu7bmoFxemS/XLzxNy/eyzwslKFyueYgizxCrtJdWAvdRPxY l7XMKfTqpJ7VhhuxIfnxlC+hCO5FYPlgVUsNlgyMBBbXbZCQVZuRf+7Kq3J88Fde5J15WCADzELs BhxY7BHiSu+VvvUHsSv5tTtZ5BWQX/DRmsY9BfwI1SR3xLA76kTk5NCLcmroJcgi8fw62Y1woyQ+ 5hzc3tJzns89QswgDnoe5vtRZMuyDoy50okbj7kpvRLlcw9UCaljCEYv3vg7luAH5Oro6ZSaFSdD 2cBsiJ15pgyhs7dCb2Ab661ytrFIhhsbZz/8oyeEfiK3Jy9cPyRXo+955X5f3O2J2iNyPXoOJN6V CIJSjhqX5uWk1DbWWw23wm+k60/ot3I3GvlycqInQ3oSzB0lBztDtKXFUnqNw86gWS6kgn7v0/dw o9E1Zuu25p6/putNIMSHe/taOysq9bdi0VkXs6Yxe7/hSi1jUfclzJ0d2QV5Sopz2x/aY+bCTPul bJC5eWIjRmLNLcsj9NjqnkEoym5UtAsYodz37/n/FCabGIk1F0AeIVbguQuO6p/hMeBsifGIi1i8 o0lgK3Q25NXhl1+Cb/oFjwH9TvH83puO5yQTxKk4fM5zT7T0PuXXRsERSlfmAS0FBKCsM6l+bJsY iIWY0vgK/eZZuUKVUsf6z6IsOJ0bkoXaThkn24Ga4a5CyXPPsgixof+rixckxJscbszeCGPRCRVw 6aWnK1E222BbbLPcWyTEU/YIZYP3Li8JLi8p+d++vJRNqh2H4Q/1t25B2L4TIc6UXC/DAUi3Nua3 7zb3HGyf5PbapEYomxjzvADo4AIgFlmbFU4BAAwXAFVZFwAxyu9gCd094xcAc0ml//OKZpW61Yh7 b9jutBqM6yzAqmYny7Hy71DaGsbdsUEsdabliuZ/AY24Gvs/tqkfAAAAAElFTkSuQmCC https://orcid.org/0000-0001-9409-3233Universidad Peruana Unión, Lima - PerúRecibido: 03 de julio de 2023Aceptado: 30 de diciembre 2023

Resumen

La investigación fue desarrollada en el contexto del objetivo: evaluar en qué medida el coaching educativo y el desempeño docente predicen la identidad docente, cuyo estudio fue realizado en una muestra de 157 docentes, mediante un enfoque cuantitativo, en un diseño predictivo. Los resultados de la investigación revelan que el coaching educativo y el desempeño docente se relacionan en un 70.5% con la identidad docente. Además, la predicción de estas variables sobre la identidad docente es de 49.7%. Se concluye que el coaching educativo y el desempeño docente se relacionan significativamente con la identidad docente, cuyas variables además son predictoras de la identidad docente.

Palabras claves

: coaching educativo, desempeño docente, identidad

docente

Abstract

The research was developed in the context of the objective: to measure to what extent educational coaching and teacher performance predict teacher identity, whose study was carried out in a sample of 157 teachers, using a quantitative approach, in a predictive design. The results of the research reveal that educational coaching and teacher performance are 70.5% related to teacher identity. In addition, the prediction of these variables on teacher identity is 49.7%. It is concluded that educational coaching and teacher performance are significantly related to teacher identity, whose variables are also predictors of teacher identity.

Keywords

: educational coaching, teacher performance, teacher identity.

Resumo

A investigação foi desenvolvida no contexto do objetivo: avaliar em que medida o coaching educativo e o desempenho docente predizem a identidade docente, cujo estudo foi realizado numa amostra de 157 professores, com recurso a uma abordagem quantitativa, num desenho preditivo. Os resultados da pesquisa revelam que o coaching educacional e o desempenho docente estão 70,5% relacionados à identidade docente. Além disso, a previsão destas variáveis sobre a identidade docente é de 49,7%. Conclui-se que o coaching educacional e o desempenho docente estão significativamente relacionados à identidade docente, cujas variáveis também são preditoras da identidade docente.

Palavras-chave

: coaching educacional, atuação docente, identidade docente.

Introducción

En el contexto de la educación se percibe la presencia de problemas y necesidad.

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Terrados (2018)

menciona que el coaching educativo (CE) ha surgido como una necesidad de atención a la gestión de las organizaciones durante la década de los noventa, con el propósito de cambiar la dirección de la gestión, debido a la incertidumbre, el estrés, la inseguridad laboral y los diversos recortes salariales, en un ambiente inestabilidad laboral, crisis política y social en España.

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Herschell (2019)

refiere que las instituciones educativas presentan dificultades bastante notorias sobre la autorregulación de los estudiantes, dejando al margen el logro de los objetivos educativos y de los aprendizajes significativos; no existen ni progreso ni eficacia en el control de las emociones de los estudiantes de secundaria. No se perciben hábitos positivos, habilidades sociales ni académicas, tampoco cambios positivos de conducta y vínculos psicológicos. Según

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Ramos Loredo et al. (2019)

, el CE requiere una revisión bibliográfica en el campo educativo, con el propósito de determinar su máximo potencial y desarrollo de las habilidades, sin dejar al margen las prácticas de los docentes y los estudiantes

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(Ramos Loredo et al., 2019)

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Campos (2018)

añade que el liderazgo educativo, en el marco del desempeño docente, se relaciona con las sesiones de aprendizaje que adolecen de calidad, no se perciben capacidades y prácticas pedagógicas esperadas y demandadas, sin el aprendizaje creativo y significativo de los estudiantes y el desarrollo integral de los docentes, quienes no cumplen algunos roles: motivación, asesoramiento, emprendimiento, empoderamiento con el propósito de generar el ambiente seguro y además otorgar soporte a los procesos educativos correspondientes; por otro lado, en el entorno educativo, se percibe la falta de calidad de vida de los integrantes; se observa la falta de un buen desempeño, aprendizajes sin cambios significativos, sin evolución de comportamientos, sin factores de estimulación, sin el rendimiento esperado de las diversas personas.

Todo, en realidad, significa la ausencia del CE, sin el cual las instituciones educativas experimentan declives

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(Babarán, 2019)

. Sin embargo, se ha convertido en una herramienta muy importante para desarrollar los diversos emprendimientos dentro de las aulas, aunque no lo valoran

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(Yarza, 2021)

. Incluso permite disminuir el estrés laboral; mejora las relaciones sociales, generando una comunicación más fructífera

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(Robinet Serrano, 2022)

; se enfoca desde el ámbito de la filosofía de la educación

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(Pres, 2019)

, responde al desarrollo de las competencias

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.33890/innova.v3.n11.2018.804","abstract":"Los procesos de educación superior tienden a adoptar nuevas metodologías con el fin de potencializar las actividades de enseñanza – aprendizaje. El presente documento tiene como objetivo principal identificar el desarrollo de las competencias académicas a través de la implementación del proceso de Coaching educativo en el nivel superior. El diseño de la investigación obedece a una metodología experimental de tipo pre-experimental (estudio de caso). La muestra estuvo conformada por un total de 121 alumnos de la carrera contable de un Tecnológico público de la ciudad de Guayaquil-Ecuador. El Coaching, en general, es un proceso orientado en el desarrollo potencial del Coachee; además este proceso también puede abordarse desde otros escenarios, por ejemplo: el deporte, el trabajo, la familia, etc. Dentro de las conclusiones del estudio, se contempla que el rol del Coaching educativo tiene características transformadoras en el estudiante, ya que se orienta a la mejora de sus competencias.","author":[{"dropping-particle":"","family":"Alvarez Silva","given":"Luis Antonio","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Gudiño-Gómez","given":"Lurdes Sabrina","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Macías-Montoya","given":"María Mercedes","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Izquierdo Lara","given":"Hugo Santiago","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"INNOVA Research Journal","id":"ITEM-1","issue":"11","issued":{"date-parts":[["2018"]]},"page":"169-182","title":"Coaching educativo: desarrollo de competencias en el educando de nivel superior","type":"article-journal","volume":"3"},"uris":["http://www.mendeley.com/documents/?uuid=d4927c79-8705-4672-ac43-7d909c23a1a8"]}],"mendeley":{"formattedCitation":"(Alvarez Silva et al., 2018)","manualFormatting":"(Alvarez Silva et al., 2018","plainTextFormattedCitation":"(Alvarez Silva et al., 2018)","previouslyFormattedCitation":"(Alvarez Silva et al., 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Alvarez Silva et al., 2018

;

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Medina et al., 2019)

, revela la identidad de los maestros

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.14516/fde.657","ISSN":"16987802","abstract":"The new methodological trends associated with coaching are increasingly emerging in educational settings, leading to new approaches of conceiving teacher identity. This work is aimed to establish the type of teacher identity underlying upon the aforementioned approach, according to theory of education, through a critical and pedagogical analysis of both its basis and implications. Specifically, what it is been analyzed is how the teaching role, the educational relationship and the influence of teachers change compared to more traditional pedagogies and based on a review of relevant literature. The main conclusion to be drawn is that educational coaching, despite finding in its methodology some influences of classical pedagogies, promotes an increase in the active role of students, who will be lead to their best version with teachers accompaniment. To that end, new ways to have more equal communication caused by the use of questions, emotional education and listening will have a major role in that process.","author":[{"dropping-particle":"","family":"Valero Moya","given":"Aída","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Foro de Educacion","id":"ITEM-1","issue":"27","issued":{"date-parts":[["2019"]]},"page":"271-287","title":"Coaching educativo: ¿Qué identidad docente nos revela esta nueva corriente?","type":"article-journal","volume":"17"},"uris":["http://www.mendeley.com/documents/?uuid=93bb333a-2dfe-4002-94d5-e6712292de63"]}],"mendeley":{"formattedCitation":"(Valero Moya, 2019)","plainTextFormattedCitation":"(Valero Moya, 2019)","previouslyFormattedCitation":"(Valero Moya, 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Valero Moya, 2019)

, hace del docente el mejor entrenador

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"abstract":"… Según la definición que nos ofrece International Coach Federation [ICF]: El coaching profesional consiste en una relación profesional continuada que ayuda a obtener resultados …","author":[{"dropping-particle":"","family":"Pérez Guerra","given":"Yudelquis","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Reyes Fonseca","given":"Alfredo Luís","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Matos Vítores","given":"Herminia de la Caridad","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"la Guardia Casate","given":"Ana Leonor","non-dropping-particle":"de","parse-names":false,"suffix":""}],"container-title":"Multimed. Revista Médica. Granma","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2019"]]},"page":"364-385","title":"Coaching. Importancia del docente-coach","type":"article-journal","volume":"23"},"uris":["http://www.mendeley.com/documents/?uuid=1f3dc90a-7ee5-4171-bc0f-de4e636e393c"]}],"mendeley":{"formattedCitation":"(Pérez Guerra et al., 2019)","plainTextFormattedCitation":"(Pérez Guerra et al., 2019)","previouslyFormattedCitation":"(Pérez Guerra et al., 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Pérez Guerra et al., 2019)

El desempeño docente (DD), durante el devenir del tiempo, ha experimentado un desgaste, generando insatisfacción en las instituciones educativas, preferentemente en los docentes, inclusive deterioro de la salud, falta equidad, políticas educativas, oportunidades de desarrollo; se perciben más obstáculos que aciertos y posibilidades de crecimiento y desarrollo. Los espacios educativos son amplios, diversos y complejos, cuyos protagonistas no solamente son homogéneos, muchas veces totalmente heterogéneos, desiguales, por los factores económicos, políticos, culturales, regionales, familiares, cuyos factores son más observables en los primeros niveles de los estudios, a los cuales los docentes se enfrentan durante el ejercicio de su profesión, generando complicaciones para la misma

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.6018/rie.35.1.246381","ISSN":"1989-9106","abstract":"La relación entre nivel socioeconómico del alumnado y rendimiento académico ha sido comprobada a lo largo de décadas. Asumiendo que el profesor es un factor clave para compensar el efecto de los déficits socioeconómicos del alumnado, en este trabajo analizamos las características y el desempeño docente del profesorado de Educación Secundaria Obligatoria en aulas con presencia de alumnado de bajo nivel socioeconómico. Utilizamos datos para 1073 docentes participantes en el Teaching and Learning International Survey 2013. Se consideran variables relativas a características profesionales del profesorado, sus actitudes y concepciones, y a las prácticas docentes que desarrollan. Los resultados permiten caracterizar a este profesorado por su baja satisfacción laboral y su interés por la formación en enfoques de aprendizaje individualizados. En su desempeño docente, dedican más tiempo a mantener la disciplina y, con mayor frecuencia, encargan tareas individualizadas y hacen un seguimiento del trabajo realizado por el alumnado. Finalmente, sugerimos líneas de actuación para potenciar la mejora del aprendizaje en los estudiantes de bajo nivel socioeconómico.","author":[{"dropping-particle":"","family":"Gil Flores","given":"Javier","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista de Investigación Educativa","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2017"]]},"page":"133-150","title":"Características del profesorado y desempeño docente en aulas con alumnado de bajo nivel socioeconómico","type":"article-journal","volume":"35"},"uris":["http://www.mendeley.com/documents/?uuid=a48643d9-c08d-4668-8b81-c4c14dcb1a39"]}],"mendeley":{"formattedCitation":"(Gil Flores, 2017)","plainTextFormattedCitation":"(Gil Flores, 2017)","previouslyFormattedCitation":"(Gil Flores, 2017)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Gil Flores, 2017)

Por otro lado, las experiencias son totalmente desalentadoras, sin realización, dejando al margen la eficacia, el progreso y el desarrollo profesional, académico, personal e institucional; por esa razón los resultados ubican al Perú en los últimos puestos del ranquin mundial

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Mora","given":"Jenny","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2017"]]},"publisher":"[Tesis de maestra, Universidad César Vallejo]","title":"Liderazgo y desempeño laboral en docentes de instituciones educativas de San Martin de Porres, año 2016","type":"thesis"},"uris":["http://www.mendeley.com/documents/?uuid=bb34bde7-26b8-4d1f-8238-515bbd6b8376","http://www.mendeley.com/documents/?uuid=a64e59f1-05fb-42ea-9675-449bed12cae6"]}],"mendeley":{"formattedCitation":"(Mora, 2017)","plainTextFormattedCitation":"(Mora, 2017)","previouslyFormattedCitation":"(Mora, 2017)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Mora, 2017)

. El DD deja vacíos, expectativas e insatisfacciones en los estudiantes. No fortalece los aprendizajes de los mismos, se presenta sin “planificación, organización, dirección y control en los docentes”, cuyas consecuencias y resultados son bastante notorios en los aprendizajes

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Sumiri","given":"Moisés","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2018"]]},"publisher":"Tesis de maestría, Universidad Andina Néstor Cáceres Velásquez","title":"Motivación y el desempeño docente en la institución educativa San Martín de Porres Gráficos Alto Selva Alegre Arequipa- 2017","type":"thesis"},"uris":["http://www.mendeley.com/documents/?uuid=e539304e-1b17-47c9-969d-ecc6434ae9b9"]}],"mendeley":{"formattedCitation":"(Sumiri, 2018)","plainTextFormattedCitation":"(Sumiri, 2018)","previouslyFormattedCitation":"(Sumiri, 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Sumiri, 2018)

Los enfoques educativos buscan el DD expresado en competencias, con este propósito se han utilizado métodos empíricos, teóricos, también métodos estadísticos; que implican los cambios de los currículos, las modificaciones de los procesos formativos, la consulta a expertos, la experiencia de docentes más conspicuos

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"abstract":"Introduction: The approach on competences in the academic field is one of the trends worldwide; therefore, professors' preparation that leads to a teaching performance based on this approach is necessary. Objective: This work is aimed at designing a pedagogical model for the improvement of teaching performance with an approach on competences in the specialty of Pediatrics in \"Salvador Allende\" Medical Faculty in accordance with the social demands of the Cuban National Health System. Material and methods: Theoretical, empirical, and statistical methods were used. Out of a total population of 32 professors, the 65,62% of them and the two directors participated in the study. Sampling was incidental. Results: It is a pedagogical model, which is structured in two levels: conceptual and methodological. The conceptual level comprises the theoretical basis, principal ideas, dimensions, and purpose. The methodological level limits itself in its application in dynamics and it is structured in four stages with defined objectives and a group of actions: Stage I: Identification of the possibility of obtaining information and its relevance; Stage II: Setting of problems; Stage III: Design of activities for the improvement of the teaching performance with an approach on competences. Stage IV: Evaluation of the model. Conclusions: The method of scientific modeling allowed the development of a pedagogical model for the teaching performance with an approach on competences in the professors of the specialty of Pediatrics in \"Salvador Allende\" Medical Faculty. The validation of the model was statistically significant.","author":[{"dropping-particle":"","family":"Ortiz","given":"Martha","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Borges","given":"Lourdes","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Rodríguez","given":"Isis","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Sardiñas","given":"María Elena","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Balado","given":"Rogelio","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Habanera de Ciencias Medicas","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2018"]]},"page":"129-143","title":"Modelo pedagógico para el mejoramiento del desempeño docente con enfoque de competencias en la especialidad de pediatría","type":"article-journal","volume":"17"},"uris":["http://www.mendeley.com/documents/?uuid=6b25c674-9a3a-46a8-bf75-bdf04aedc754"]}],"mendeley":{"formattedCitation":"(Ortiz et al., 2018)","plainTextFormattedCitation":"(Ortiz et al., 2018)","previouslyFormattedCitation":"(Ortiz et al., 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Ortiz et al., 2018)

, a pesar de la educación no responde a un buen desempeño docente, el cual no ha sido evaluado con los rigores y los estándares requeridos, con el propósito de fortalecerlo, debido a que los docentes presentan oposiciones debilitando los procesos de evaluación y del desempeño. No se desarrollan operaciones cognitivas, carecen de sistematización, de procesos de autorreflexión, sin la comunicación positiva en ninguno de los niveles de las instituciones educativas, dejando al margen inclusive el trabajo de acompañamiento

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISBN":"0000000299","author":[{"dropping-particle":"","family":"Cárdenas","given":"Ania","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2019"]]},"publisher":"[Tesis doctoral, Universidad César Vallejo]","title":"Influencia del acompañamiento pedagógico en el desempeño docente de Instituciones Educativas Polidocentes del nivel primario , Virú 2018","type":"thesis"},"uris":["http://www.mendeley.com/documents/?uuid=ff73bb05-508d-481a-bb31-091441db3d2c","http://www.mendeley.com/documents/?uuid=45352001-e461-43da-8841-fe207cec3282"]}],"mendeley":{"formattedCitation":"(Cárdenas, 2019)","plainTextFormattedCitation":"(Cárdenas, 2019)","previouslyFormattedCitation":"(Cárdenas, 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Cárdenas, 2019)

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Velarde","given":"Juana","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2018"]]},"publisher":"Tesis de bachiller, Universidad Nacional de San Agustín","title":"El trabajo en equipo y su influencia en la identidad institucional de la institución educativa modelo de San Antonio de Moquegua 2017","type":"thesis"},"uris":["http://www.mendeley.com/documents/?uuid=ed76f238-4add-4466-a23e-27fbf82f086d"]}],"mendeley":{"formattedCitation":"(Velarde, 2018)","manualFormatting":"Velarde (2018)","plainTextFormattedCitation":"(Velarde, 2018)","previouslyFormattedCitation":"(Velarde, 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

Velarde (2018)

menciona la importancia de la identidad docente que constituye un tema de vital importancia para las organizaciones y las instituciones tanto del ámbito nacional e internacional, observando algunas situaciones adversas, llenas de inseguridad y de desconcierto, inclusive deshumanizantes, amenazantes, se suma a esto la falta de respaldo y problemas financieros, no tienen implementados los programas referidos al coaching; por lo tanto, el desempeño docente aparece desmejorado; no se han desarrollado competencias con la calidad marcada; no se percibe una mejora continua, no se logran los objetivos institucionales, tampoco se percibe el liderazgo en los participantes involucrados; se requiere que los liderazgos en las instituciones educativas construyan espacios y ambientes de reflexión sobre la práctica del coaching educativo, asimilando sus grandes ventajas para el ejercicio profesional de los docentes y de los demás miembros

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.47192/rcs.v3i1.81","ISBN":"0000000285636","ISSN":"2708-6380","abstract":"Es importante que todo profesor deba contar con un coach para mejorar su desempeño docente y lograr el desarrollo de las diferentes competencias con calidad, en sus estudiantes, por ello la presente entrega tiene como objetivo determinar la eficacia que tiene el coaching en el desempeño docente en la gestión escolar; la hipótesis permite conocer que la aplicación del coaching tiene eficacia positiva en el desempeño docente en la gestión escolar. La investigación tiene un enfoque cuantitativo, tipo experimental, para ello se utilizan los métodos científico, experimental, descriptivo y estadístico. El diseño empleado es el cuasi experimental que tiene dos grupos. La pesquisa presenta como población a profesores de centros educativos secundarios de Huancayo. Las técnicas asumidas son fichaje, encuesta y observación. Para los resultados se emplearon la estadística inferencial y descriptiva respectivamente. Se concluye que el coaching tiene eficacia positiva en el desempeño docente en la gestión educativa, por lo que mejora la calidad educativa.","author":[{"dropping-particle":"","family":"Cárdenas Valverde","given":"Juan Carlos","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Flores Poma","given":"Irina Giovanna","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cárdenas Valverde","given":"Susan Fabiola","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Guadalupe Meza","given":"Luis Darío","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Sendas","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2022"]]},"page":"95-110","title":"Coaching y desempeño docente en la gestión escolar","type":"article-journal","volume":"3"},"uris":["http://www.mendeley.com/documents/?uuid=c1c4a299-54c4-41de-92d5-2d952280256a"]}],"mendeley":{"formattedCitation":"(Cárdenas Valverde et al., 2022)","plainTextFormattedCitation":"(Cárdenas Valverde et al., 2022)","previouslyFormattedCitation":"(Cárdenas Valverde et al., 2022)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Cárdenas Valverde et al., 2022)

En pleno siglo XXI se ha constituido una sociedad llena de tecnología, con información sobreabundante no se observa fortalecida la identidad, razón por la cual jamás habrá cambio, transformación de la educción al margen del fortalecimiento de la identidad docente; esta cambiará la función social del docente; los modelos no cambian, siguen los cánones tradicionales, sin producir cambio social, sin la modificación del modelo del profesor comprometido con la conquista de nuevas generaciones

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Flores","given":"Silvia","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Cardona","given":"Adela","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"CONISEN","id":"ITEM-1","issued":{"date-parts":[["2019"]]},"page":"1-9","title":"Identidad profesional docente en la formación inicial","type":"article-journal"},"uris":["http://www.mendeley.com/documents/?uuid=842b15d1-6845-4e22-8de8-c9ef04311ac7"]}],"mendeley":{"formattedCitation":"(Flores & Cardona, 2019)","plainTextFormattedCitation":"(Flores & Cardona, 2019)","previouslyFormattedCitation":"(S. Flores & Cardona, 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Flores & Cardona, 2019)

. Es necesario docentes con protagonismo, aprendizaje constructivista, autonomía, sentido de pertenencia, coherencia, actuación pedagógica, seguimiento planificado, modelos de enseñanza, competencias pedagógicas, competencia científica, presencia de paradigmas, cultura profesional, identidad profesional, cuyos ingredientes fortalecerán la institución educativa, cualquiera que fuese su nivel

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Alcalá","given":"María","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Márgenes Revista de Educación de la Universidad de Málaga","id":"ITEM-1","issue":"0","issued":{"date-parts":[["2019"]]},"page":"18-37","title":"Identidad profesional y formación del docente universitario: retos e incertidumbres","type":"article-journal","volume":"0"},"uris":["http://www.mendeley.com/documents/?uuid=a0cad038-d969-415f-bedc-69ff49e47c3d"]}],"mendeley":{"formattedCitation":"(Alcalá, 2019)","plainTextFormattedCitation":"(Alcalá, 2019)","previouslyFormattedCitation":"(Alcalá, 2019)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Alcalá, 2019)

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"author":[{"dropping-particle":"","family":"Yaconi","given":"María","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Electrónica de Psicología de la FES Zaragoza-UNAM","id":"ITEM-1","issue":"15","issued":{"date-parts":[["2018"]]},"page":"41-48","title":"Coaching modelo Palo Alto aplicado al proceso de orientación vocacional en los dos últimos años del contexto escolar","type":"article-journal","volume":"8"},"uris":["http://www.mendeley.com/documents/?uuid=a6448bd5-d19a-4df7-8a1d-fae76f4945a0","http://www.mendeley.com/documents/?uuid=9f108531-43d0-4256-b141-272ec6623573"]}],"mendeley":{"formattedCitation":"(Yaconi, 2018)","manualFormatting":"Yaconi (2018)","plainTextFormattedCitation":"(Yaconi, 2018)","previouslyFormattedCitation":"(Yaconi, 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

Yaconi (2018)

realizó investigaciones sobre el coaching en la condición de modelo, para mejorar los procesos de orientación vocacional, con el objetivo de que los estudiantes adquieran herramientas que le permitan generar una narrativa conectada a su propio proyecto de vida personal, también

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Terrados (2018)

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Bernández-Gómez y Belmonte (2020)

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Serey Zúñiga (2021)

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Álvarez Silva y Gallegos Miranda (2021)

realizan su estudio con el objetivo de conocer la propuesta didáctica relacionada con la convivencia escolar: coaching, una herramienta, requerida para gestionar la convivencia escolar y sus respectivos problemas, el coach educativo no es, sino un entrenador, genera reacciones desde el interior de las personas, gracias a la motivación positiva engendrada en el interior de los estudiantes, evitando de esta manera la presencia de los conflictos y la hostilidad en los espacios escolares denominados aulas, justamente para poder transformar la conducta de los estudiantes.

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Inca Álvarez (2022)

también sugiere la implementación de un programa, que involucre el liderazgo, la comunicación y el manejo emocional, para mantener y fortalecer las habilidades directivas, es así que España se ha implementado el Espacio Europeo de educación Superior, con el propósito de fortalecer las prácticas y desarrollar las competencias básicas, entendiendo que los planes de estudio ofrecen puntos totalmente débiles, los cuales sean superados antes del inicio de la carrera profesional, mediante la participación y la conducción de un entrenador; en este sentido, la intervención del entrenador es muy importante y ha generado grandes resultados

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(Reguart, 2023)

Se han desarrollado diferentes tipos de investigaciones para conocer como ayuda el coaching educativo en el caso de

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Soto (2017)

dio a conocer como ayuda en las habilidades sociales, para

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Campos (2018)

en la comprensión de textos,

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Sánchez (2019)

en el liderazgo distribuido,

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Malpica (2020)

motivación en los docentes,

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Cárdenas Valverde et al. (2022)

y Mora Ticona (2022),

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Curo Castro (202

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Zegarra Aguirre (2023)

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISBN":"0000000337","abstract":"Resumen TITULO: ESTILO DE APEGO Y HABILIDADES SOCIALES, DE LOS NIÑOS Y NIÑAS DE 3 AÑOS, DEL INSTITUTO DE EDUCACIÓN INICIAL N0 107-HUANCAVELICA. El presente estudio tuvo como problema de investigación, ¿Cuál es la relación entre el estilo de apego y las habilidades sociales, de los niños y niñas de 3 años, de la Institución Educativa inicial N0 107, de Huancavelica - 2018?, la población de estudio fue conformado por 132 niños de 3 años. Como objetivo, fue determinar la relación que existe entre el estilo de apego y las habilidades sociales, de los niños y niñas de 3 años, de la Institución Educativa inicial N0 107, de Huancavelica - 2018, se usó el método científico y particular el deductivo, el tipo de investigación fue básico, nivel descriptivo y diseño descriptivo correlacional; se empleó la técnica de observación y como instrumento se utilizó la escala de apego (P.A.S.E). Los resultados fueron analizados en el programa estadístico SPSS - 24. Se encontró que el 71% (96) de los niños de tres años presentan un estilo de apego seguro, con habilidades sociales adecuadas. Donde el Vc>Vt (141.5>9,49), lo cual indica que se rechaza la hipótesis nula, también se encontró que la probabilidad es menor que 5% (0,05), lo cual concluye que la mayoría de los niños de 3 años presenta un estilo de apego seguro y habilidades sociales adecuadas, dando una relación significativa entre el estilo de apego y las habilidades sociales adecuadas, dando una relación significativa entre el estilo de apego y las habilidades sociales, de los niños de 3 años. Palabras claves: Apego, Habilidades, Socialización, Niño.","author":[{"dropping-particle":"","family":"Blas Huanca","given":"Ester Imna","non-dropping-particle":"","parse-names":false,"suffix":""}],"id":"ITEM-1","issued":{"date-parts":[["2023"]]},"publisher":"Tesis de maestra, Universidad César Vallejo","title":"Coaching educativo y desarrollo profesional en docentes de una institución educativa pública de Chorrillos, Lima, 2022","type":"thesis"},"uris":["http://www.mendeley.com/documents/?uuid=0c95e80c-2e6e-416b-b56d-bdea24000fdc"]}],"mendeley":{"formattedCitation":"(Blas Huanca, 2023)","manualFormatting":"Blas Huanca (2023)","plainTextFormattedCitation":"(Blas Huanca, 2023)","previouslyFormattedCitation":"(Blas Huanca, 2023)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

Blas Huanca (2023)

desempeño docente y

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Rebaza e Infantas (2023)

la gestión del talento humano.

Para

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Soro (2018)

, el término coach (coche) es inglés desde la Edad Media que fue cambiando su concepto a un entorno educativo el siglo XIX como instructor. De acuerdo con

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Sánchez (2019)

, el filósofo griego Sócrates marca la mayor importancia en el origen del coaching, cuyo origen permite que las personas escudriñen sus propias vidas, brindando ayuda y protección a los coachee (alumnos, estudiantes). Ha surgido hace más de 30 años. El coach es la persona, quien proporciona el apoyo necesario y requerido, ayuda a la persona a desarrollarse; permite el crecimiento y la evolución de los estudiantes en todas sus dimensiones de aprendizaje, sin dejar al margen los principios éticos.

Por ejemplo, la confianza, el respeto, la confidencialidad y la honestidad son valores muy importantes; los estudiantes con estos valores no son vulnerables de manipulación, según

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Campos (2018)

; quien añade la importancia de las estructuras organizacionales, los procesos complejos, la facilidad y la destreza los medios, las estrategias y los instrumentos. Por su parte,

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Yaconi (2018)

, en su investigación, aborda las etapas: Etapa 1. Planificar conjuntamente metas y logros, Etapa 2. Motivar, Etapa 3: Observar cambios, Etapa 4. Retroalimentación.

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Sánchez (2019)

afirma que el coaching ofrece tres dimensiones: modelo cooperativo, participación en el sistema educativo y la mediación en las situaciones de conflicto. La primera dimensión involucra las capacidades de aprendizaje, crecimiento, maduración. La segunda involucra la participación del director, en la gestión, la integración en los sistemas, la dotación instrumental. Por su parte, la tercera dimensión enfoca la participación inteligente de los involucrados, ejerciendo la mediación en situaciones de conflicto, generando herramientas consolidadas que sirvan para la toma de decisiones, el respeto a los acuerdos y el desarrollo del coach y los coachee.

Teoría socrática y los modelos del Coaching han sido construidos sobre la base de la teoría socrática, denominada: mayéutica, cuyas características son: profunda, sistémica, racional, enfocando algunos conceptos, también los principios y las teorías, inclusive los problemas más esenciales (

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Sánchez, 2019)

. Según la Teoría del liderazgo transformacional, los liderados son transformados. En este sentido, el coaching es un líder motivador, transformador de las conductas y las visiones de sus liderados. El coaching líder cambia y transforma a sus liderados

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(Chávez, 2023)

. Por su parte, la Teoría de la objetivación se basa sobre la tradición de la filosofía, dialoga con el constructivismo; se plantea una meta lograda con desprendimiento, grandes esfuerzos: políticos, sociales, históricos, culturales, en el contexto de una dialéctica reflexiva y ética

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(Radford, 2023)

Según la Teoría crítica de la sociedad, se engendra poder, reconocimiento y libertad, donde hay libertad hay conciencia y desarrollo; la libertad es un derecho de todos los seres humanos; el hombre necesita libertad plena; la sociedad con libertad crece y se desarrolla

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(Roggerone, 2019)

. De acuerdo con la Teoría de la libertad de Jhon Withmore, se busca el máximo desempeño de la persona, aprovechando el potencial humano, que le permite aprender, más que enseñar. Tiene el sentido de entrenamiento, en el cual el coaching construye la ruta, elimina los obstáculos explotando las capacidades de los demás (

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Sánchez, 2019)

El coaching cognitivo conduce a los estudiantes a enfrentar las preguntas pensativas, enseñando el procedimiento de cómo lograrlo

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(Sánchez, 2019)

. Coaching: modelo de negocio,

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Terrados (2018)

aprecia que el coaching se ha constituido en un modelo de negocios para las empresas y las organizaciones, cuyo propósito es romper las barreras, brindar bienestar, mejorar notablemente los resultados, también erradicar los conflictos internos, en el nivel de la persona y de la organización.

Así mismo, el coach, en el mundo empresarial, busca el equilibrio vital, la optimización de la potencialidad humana; el coaching promueve el desarrollo personal y, en consecuencia, empresarial; asume la transformación del entorno empresarial mediante el aprendizaje y los cambios generados en el personal; promueve el cambio estratégico, previo diagnóstico de la realidad de la empresa y de la toma de decisiones (

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Soro, 2018)

. Para

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Campos (2018)

, el coaching sirve para fomentar el desarrollo de las competencias de los docentes, cuyos resultados se manifiestan en el potencial logrado y expresado en el aprendizaje.

Para

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Terrados (2018)

, el coaching educativo genera incidencia significativa sobre el accionar de los profesores y de los estudiantes, permitiéndoles el descubrimiento de sus respectivos errores, la generación de metodologías productivas, la construcción de modelos de enseñanza y aprendizaje, el desarrollo de sus capacidades y competencias.

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Navarrete (2019)

también menciona las dimensiones de esta variable, extraídas del MINEDU (2014): “Preparación para el aprendizaje de los estudiantes”, “Enseñanza para el aprendizaje de los estudiantes”, “Participación en la gestión de la escuela articulada a la comunidad” y “Desarrollo de la profesionalidad y la identidad docente”. También refiere otras dimensiones, las cuales no son exclusivas del desempeño docente: dimensión reflexiva, dimensión relacional, dimensión colegiada y dimensión ética.

Por su parte,

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.4067/s0718-50062019000100013","abstract":"* Autor a quien debe ser dirigida la correspondencia Resumen El objetivo de esta investigación es diseñar y validar un instrumento para explorar la construcción de la identidad docente en profesionales de la salud. El diseño del instrumento se estableció según dimensiones establecidas por el marco teórico. La validación del contenido se efectuó por juicio de expertos y de constructo con Alfa de Cronbach y Análisis factorial. La muestra la formaron 25 docentes de las Facultades de salud de la Universidad de Antofagasta y de la Universidad de Sevilla. En los resultados se obtuvo un cuestionario con cuatro dimensiones: Formación, Reflexión del proceso, Desempeño profesional y Elementos afectivos de la Identidad. Se obtuvo un alfa de Cronbach superior en todos los casos a 0,72 y un factor Kaiser-Meyer-Olkin (KMO) entre 0,72 y 0,5. En conclusión, el instrumento presenta una adecuada validez de contenido y constructo, lo que permite utilizarlo en estudios relacionados con construcción de identidad docente. Palabras clave: desarrollo profesional; identidad profesional docente; área salud; profesorado universitario; validación instrumento. Abstract The objective of this investigation is to design and validate an instrument to explore the construction of the teaching identity in health professionals. The design of the instrument is established according to dimensions established by the theoretical frame. The validation of the content is carried out by expert's judgment and the construct by using Cronbach's Alpha and Factorial analysis. The sample was developed with 25 teachers from the health Faculties who belongs to the university of Antofagasta and the University of Sevilla. In the results it gotten a questionnaire with four dimensions: Training, Reflection of the process, Professional performance and Affective elements of the Identity with a Cronbach's alpha high in all the cases to 0,772, and a Kaiser-Meyer-Olkin factor (KMO) between 0,72 and 0,5. In conclusion the instrument presents an adequate validity of content and construct, which allows to be used in studies related with the construction of the teaching identity.","author":[{"dropping-particle":"","family":"Jara","given":"Catherine.","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Mayor","given":"Cristina","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Formación Universitaria","id":"ITEM-1","issue":"1","issued":{"date-parts":[["2018"]]},"page":"13-24","title":"Explorar la construcción de la identidad docente en profesionales de la salud: diseño y validación de instrumento","type":"article-journal","volume":"12"},"uris":["http://www.mendeley.com/documents/?uuid=7a9ec8f3-7ead-4595-b6dc-e03f0b90f522"]}],"mendeley":{"formattedCitation":"(Jara & Mayor, 2018)","manualFormatting":"Jara y Mayor (2018)","plainTextFormattedCitation":"(Jara & Mayor, 2018)","previouslyFormattedCitation":"(Jara & Mayor, 2018)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

Jara y Mayor (2018)

conceptúan la identidad docente en el sentido de importancia dada al quehacer.

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Carro y Hernández (2018)

afirman que la identidad refiere a cómo se define, cómo se observa la persona a sí misma, con el sentido de sentimiento, pertenencia e idiosincrasia de acuerdo con

Velarde (2018)

; la identidad docente tiene el sentido de sentimiento, de constituir una persona valiosa, también de pertenencia a la institución. Tiene el sentido de idiosincrasia.

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Carro & Hernández (2018)

afirman que la identidad docente tiene el sentido de pertenencia al espacio de trabajo (medio o sistema escolar) y a la comunidad profesional (comunidad docente).

Con el sentido de proceso,

Carro y Hernández (2018)

conciben que la identidad docente viene a ser el resultado del proceso, el cual es bastante extenso, dependiente y socializado, por la formación inicial y el ejercicio de la práctica, “normas, principios y valores”. Para

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Patrón, Herrera y Aguayo (2019)

, la identidad docente es un proceso, el cual es progresivo y creciente durante su construcción a través de la relación docente-estudiante y el proceso enseñanza aprendizaje. El proceso es altamente activo, interactivo, en un ambiente de contradicciones, elecciones y restricciones (

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Patrón et al., 2019)

La identidad se construye colectivamente; con el compromiso con la visión, la misión y los objetivos institucionales, utilizando las estrategias de comunicación; porque es necesaria la coherencia de identidad con la visión

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(Velarde, 2018)

. La identidad docente se desarrolla siempre, durante toda la vida de labores de los profesores, cuyo proceso siempre es dinámico, depende de la formación recibida, cuya formación se materializa pensando, actuando, reflexionando

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(Patrón et al., 2019)

. Durante el proceso de formación, los estudiantes de educación enfrentan diversas circunstancias muy críticas; los egresados asimilan la imagen positiva de su maestro; imitan, asimilan y reproducen los comportamientos, las creencias, los modelos y los ejemplos de sus docentes; en realidad, se identifican con los modelos, los ejemplos, los paradigmas; asimilan los modelos de los formadores.

Dentro de las características de la identidad,

Velarde (2018)

considera algunas características, las lenguas oficiales, la modalidad de la gestión, el tratamiento institucional, los principios institucionales. También algunos tipos

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Patrón, Herrera, & Aguayo (2019)

hablan de identidades complejas, también de múltiples, sin las cuales es imposible entender, describir y significar la profesión de docente, cuya actividad se realiza con sujetos aprendices, en circunstancias y contextos diversos y complejos, mediante las relaciones e interrelaciones permanentes y complejas, en el ámbito “altamente estructurado y reglamentado”, lleno de crisis, conflictos, paradojas.

Los factores son diversos, complejos y subjetivos. Entre otros, la motivación y la vocación determinan la figura significativa del docente, cuya vocación docente genera la necesidad de enseñanza y aprendizaje, de identidad profesional (

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Patrón et al., 2019)

. De acuerdo con

Carro y Hernández (2018)

, la crisis de identidad es consecuencia de la formación recibida, también de la práctica docente, inclusive de la falta de exigencias académicas y profesionales. Por otro lado, se revela la tensión y la incoherencia entre “el profesor ideal y el profesor real”. Para

Carro y Hernández (2018)

, la identidad docente presenta dos esferas (dimensiones): individual y social; la primera refiere al sujeto en la condición de persona y su historia en contextos específicos; la segunda contempla a la persona en la condición de profesional, trabajador y docente.

Metodología

Enfoque y diseño

La investigación se enmarca dentro de un enfoque cuantitativo e inferencial, con el propósito de analizar, deducir e inducir las relaciones abstractas, lógicas y teóricas de los constructos, mediante los datos cuantitativos, los cuales permitirán establecer hechos, predicciones y prueba de hipótesis

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"DOI":"10.17162/rmi.v2i1.769","ISSN":"2523-2886","abstract":"El objetivo del presente estudio es determinar si cultura organizacional modera la relación entre el liderazgo y las prácticas de gestión del conocimiento, en las escuelas profesionales de la UNPRG. Al respecto, se trabajaron teorías, modelos y enfoques sobre cultura organizacional, liderazgo y gestión del conocimiento, con un enfoque cuantitativo, no experimental, de tipo correlacional, deductivo y analítico, en una muestra de 50 docentes y 100 trabajadores administrativos. Para la recolección de datos se utilizó el Denison Organisational Culture Survey (DOCS) de Fey & Denison (2003), para medir la Cultura Organizacional; el Multifactor Leadership Questionnaire (Avolio et al., 1999) para la medición del Liderazgo y el Knowledge Management Processes (Becerra-Fernandez, I., Sabherwal, R., 2001) para medir Gestión de Conocimiento. Según los resultados, los comportamientos de liderazgo transformacional y transaccional generan impactos significativos sobre las prácticas de gestión del conocimiento. Se ha demostrado que la influencia de los comportamientos de liderazgo transaccional sobre la gestión del conocimiento depende de los tipos de cultura organizacional. En conclusión, la cultura organizacional no modera la relación entre el comportamiento del liderazgo transformacional y las prácticas de gestión del conocimiento; sin embargo, sí modera la relación entre el comportamiento del liderazgo transaccional y las prácticas de gestión del conocimiento.","author":[{"dropping-particle":"","family":"Chung","given":"Víctor Manuel","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Vásquez","given":"Salomón","non-dropping-particle":"","parse-names":false,"suffix":""}],"container-title":"Revista Muro de la Investigación","id":"ITEM-1","issue":"2","issued":{"date-parts":[["2017"]]},"page":"81-94","title":"Impacto de la cultura organizacional en la relación entre el liderazgo y la gestión del conocimiento, en las escuelas profesionales de la Universidad Nacional Pedro Ruiz Gallo, 2016","type":"article-journal","volume":"1"},"uris":["http://www.mendeley.com/documents/?uuid=eb569f4a-cb67-4704-9d34-470d00416415"]}],"mendeley":{"formattedCitation":"(Chung & Vásquez, 2017)","plainTextFormattedCitation":"(Chung & Vásquez, 2017)","previouslyFormattedCitation":"(Chung & Vásquez, 2017)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Chung & Vásquez, 2017)

. Así mismo, se trabajarán los diseños: descriptivos, correlacionales, transversales

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(González & Barrios, 2012)

; también se describen y se analizan las variables y sus respectivas dimensiones, de acuerdo con los objetivos y las hipótesis de la investigación

ADDIN CSL_CITATION {"citationItems":[{"id":"ITEM-1","itemData":{"ISBN":"9788578110796","ISSN":"1098-6596","PMID":"25246403","abstract":"Predicting the binding mode of flexible polypeptides to proteins is an important task that falls outside the domain of applicability of most small molecule and protein−protein docking tools. Here, we test the small molecule flexible ligand docking program Glide on a set of 19 non-α-helical peptides and systematically improve pose prediction accuracy by enhancing Glide sampling for flexible polypeptides. In addition, scoring of the poses was improved by post-processing with physics-based implicit solvent MM- GBSA calculations. Using the best RMSD among the top 10 scoring poses as a metric, the success rate (RMSD ≤ 2.0 Å for the interface backbone atoms) increased from 21% with default Glide SP settings to 58% with the enhanced peptide sampling and scoring protocol in the case of redocking to the native protein structure. This approaches the accuracy of the recently developed Rosetta FlexPepDock method (63% success for these 19 peptides) while being over 100 times faster. Cross-docking was performed for a subset of cases where an unbound receptor structure was available, and in that case, 40% of peptides were docked successfully. We analyze the results and find that the optimized polypeptide protocol is most accurate for extended peptides of limited size and number of formal charges, defining a domain of applicability for this approach.","author":[{"dropping-particle":"","family":"Hernández","given":"Roberto","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Fernández","given":"Carlos","non-dropping-particle":"","parse-names":false,"suffix":""},{"dropping-particle":"","family":"Baptista","given":"Pilar","non-dropping-particle":"","parse-names":false,"suffix":""}],"edition":"Sexta edic","id":"ITEM-1","issued":{"date-parts":[["2014"]]},"publisher":"McGraw Hill Interamericana Editores, S.A. de C.V.","publisher-place":"México, D.F","title":"Metodología de la investigación","type":"book"},"uris":["http://www.mendeley.com/documents/?uuid=3df836af-f023-4cea-a1c5-c4e3ec244449"]}],"mendeley":{"formattedCitation":"(Hernández et al., 2014)","plainTextFormattedCitation":"(Hernández et al., 2014)","previouslyFormattedCitation":"(Hernández et al., 2014)"},"properties":{"noteIndex":0},"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"}

(Hernández et al., 2014)

Entre los diseños construidos para la prueba de la hipótesis general, se presentan los siguientes:

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Diseño de la hipótesis derivada 1

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Hipótesis derivada 2

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Hipótesis derivada 3

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Hipótesis derivada 4

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: Coaching educativo

: Desempeño docente

: Identidad docente

: Identidad con la nación

: Identidad con la comunidad escolar

: Identidad con la institución educativa

: Identidad con la profesión docente

Participantes

La investigación se realizó en el ámbito de la UGEL Piura, distrito de Castilla. Esta UGEL tiene una población de 1003 docentes, quienes están adscritos en los niveles: primaria 491 y secundaria 512. Por razones, de preferencia, disposición y conveniencia, solamente se trabajó con los docentes del nivel secundario, mediante el llenado de los instrumentos en forma digital; sin embargo, los docentes ya se han entrenado virtualmente, gracias al contexto educativo que se está viviendo: el marco de la pandemia, denominada COVID 19 y después de agotar todos los esfuerzos se logró la participación de 157 docentes de los 512 participantes mencionados, razón por la cual no se realizará ningún tipo de muestreo, cuyo número es el total, tomado por conveniencia y por la libre disposición de participación.

Instrumentos

Este instrumento fue elaborado y utilizado por

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Sánchez (2019)

; fue categorizado en los niveles: alto, medio y bajo; fue validado mediante juicio de expertos, en una primera instancia; luego de realizar algunos cambios, también se realizó una nueva validación mediante juicio de expertos; se hizo una prueba piloto, con la participación de 20 docentes; también se obtuvo la confiabilidad de 0.856. En efecto, este es el instrumento utilizado para medir el coaching educativo. El instrumento presenta la variable: coaching educativo con tres dimensiones:

modelo cooperativo

, con sus indicadores e ítems, respectivos: capacidad de aprender: 1, 2, 3, 4, 5, 6; capacidad de crecimiento: 7, 8, 9.

Participación en el sistema educativo

, con sus indicadores e ítems: participación de la comunidad educativa: 10, 11, 12, 13; facilitación de recursos y herramientas para el desarrollo: 14,15;

mediador en situaciones de conflicto

, con sus indicadores e ítems: facilitación de ideas para la toma de decisiones: 16, 17, 18; resolución de conflictos: 19 y 20.

El segundo instrumento para desempeño docente,

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Espinoza (2017)

, se construyó sobre la base de los estudios y la propuesta del Ministerio de Educación, el cual fue validado mediante juicio de expertos, quienes fueron los magísteres: Dennis Jaramillo Ostos, William S. Flores Sotelo y Samuel Rivera Castilla, cuyas dimensiones fueron propuesta por el Ministerio de Educación. El cuestionario comprende cuatro dimensiones y sus respectivos ítems (20). La primera dimensión se denomina: “Preparación para el aprendizaje de los estudiantes”, la cual tiene seis ítems (1, 2, 3, 4, 5, 6); la segunda dimensión se llama: “Enseñanza para el aprendizaje de los estudiantes”, tiene cinco ítems (7, 8, 9, 10, 11); la tercera dimensión es denominada: “Participación en la gestión de la escuela articulada a la comunidad”, con cinco ítems (12, 13, 14, 15, 16); la cuarta dimensión lleva el nombre: “Desarrollo de la profesionalidad y la identidad docente”, con cuatro ítems (17, 18, 19, 20). Utiliza el tipo escala de Likert, cuya tiene los valores: nunca (1), algunas veces (2), casi siempre (3) y siempre (4). Ambos instrumentos, son de elaboración propia, teniendo en cuenta las bases teóricas, fueron sometidos a fiabilidad mediante un Alfa de Combrach y validados según juicio de expertos. Para medir utilizamos una escala de Likert, tal como se muestra a continuación.

El tercer instrumento identidad docente ha sido elaborado de acuerdo con las teorías, los estudios teóricos realizados, incluso considerando las políticas y las directivas institucionales del Ministerio de Educación, en el Perú. Ha sido validado mediante el juicio de expertos, cuyos expertos fueron cuatro docentes universitarios, con marca experiencia profesional y docente, con el grado académico de doctores: Salomón Vásquez Villanueva, Carlos Alberto Vásquez Villanueva, Edwin Octavio Cisneros Gonzales y Juan Félix Quispe Gonzales; también se realizó la prueba piloto, con la participación de 57 docentes. Presenta cuatro dimensiones y sus respectivos ítems. La primera dimensión se denomina: Identidad con la nación, con sus indicadores e ítems respectivos: Identidad con los símbolos patrios (1,2,3); Identidad con el patrimonio cultural (4). La segunda dimensión: Identidad con la comunidad escolar, con sus respectivos indicadores e ítems: Identidad con el director (5), Identidad con los docentes (6), Identidad con los estudiantes (7), Identidad con los padres de familia (8). La tercera dimensión: Identidad con la institución educativa, con sus respectivos indicadores e ítems: identidad con la visión de la institución educativa (9), identidad con la misión de la institución educativa (10), identidad con los objetivos de la institución educativa (11), identidad con las metas de la institución educativa (12), identidad con las políticas de la institución educativa (13). la cuarta dimensión: identidad con la profesión docente, con sus respetivos indicadores e ítems: identidad con la vocación docente (14), identidad con la enseñanza del docente (15), identidad con la pedagogía del docente (16), identidad con la formación profesional docente (17).

Tabla 1.

Escala de LikertNuncaAlgunas vecesCasi siempreSiempre1245

Análisis de datos

Luego de aplicar los instrumentos de investigación, los datos fueron procesados utilizando el programa estadístico SPSS 25.0 IBM para Windows. En primer lugar, se obtuvo las medidas de frecuencia de las variables y sus dimensiones. Para hallar la asociación entre las variables, se realizó la distribución probabilística de coeficiente de correlación Spearman (rho) debido a que las variables de estudio están medidas en una escala ordinal.

Resultados y discusión

La hipótesis general de la presente investigación estuvo enfocada en determinar si el coaching educativo y el desempeño docente predicen la identidad en los docentes del Distrito de Castilla-Piura, Perú, 2022. Los resultados obtenidos señalan que el coaching educativo y el desempeño docente predicen la identidad en los docentes del Distrito de Castilla-Piura, Perú, 2022

Según los resultados de la hipótesis general se muestra coeficientes de beta, se pudo encontrar que la fórmula resultante fue Y=14.498 + 0.562 + 0.130, evidenciando que la variable que mejor explica la identidad docente es el coaching educativo, lo que permite entender que mientras mejor se trabaje el modelo cooperativo, más se participe en el sistema educativo, y se participe más como mediador en situaciones de conflicto, mejorará la identidad docente. Por otro lado, se observa que el p valor del coaching educativo fue de 0.000, lo que significa que el coaching educativo predice significativamente la identidad docente.

Según los resultados de la primera hipótesis específica mostrados en el coeficientes de beta, se pudo encontrar que la fórmula resultante fue Y=6.159 + 0.101 + 0.028, evidenciando que la variable que mejor explica la identidad con la nación docente es el coaching educativo, lo que permite entender que mientras mejor se trabaje el modelo cooperativo, más se participe en el sistema educativo y se participe más como mediador en situaciones de conflicto, mejor identidad con la nación docente podrán tener los docentes. Por otro lado, se observa que el p valor del coaching educativo fue de 0.000, lo que significa que el coaching educativo predice significativamente la identidad con la nación docente.

Según los resultados de la segunda hipótesis específica en el coeficientes de beta, se pudo encontrar que la fórmula resultante fue Y=2.772 + 0.146 + 0.025, evidenciando que la variable que mejor explica la identidad con la comunidad escolar docente es el coaching educativo, lo que permite entender que mientras mejor se trabaje el modelo cooperativo, más se participe en el sistema educativo, y se participe más como mediador en situaciones de conflicto, mejor identidad con la comunidad escolar docente podrán tener los docentes. Por otro lado, se observa que el p valor del coaching educativo fue de 0.000, lo que significa que el coaching educativo predice significativamente la identidad con la comunidad escolar docente.

Según los resultados de la segunda hipótesis específica mostrados en el coeficientes de beta, se pudo encontrar que la fórmula resultante fue Y=2.087 + 0.178 + 0.051, evidenciando que la variable que mejor explica la identidad con la institución educativa es el coaching educativo, lo que permite entender que mientras mejor se trabaje el modelo cooperativo, más se participe en el sistema educativo, y se participe más como mediador en situaciones de conflicto, mejor identidad con la institución educativa podrá tener los docentes. Por otro lado, se observa que el p valor del coaching educativo fue de 0.000, lo que significa que el coaching educativo predice significativamente la identidad con la institución educativa.

Según los resultados de la segunda hipótesis específica mostrados en el coeficientes de beta, coeficientes de beta, se pudo encontrar que la fórmula resultante fue Y=3.479 + 0.137 + 0.027, evidenciando que la variable que mejor explica la identidad con la profesión docente es el coaching educativo, lo que permite entender que mientras mejor se trabaje el modelo cooperativo, más se participe en el sistema educativo, y se participe más como mediador en situaciones de conflicto, mejor identidad con la profesión docente podrá tener los docentes. Por otro lado, se observa que el p valor del coaching educativo fue de 0.000, lo que significa que el coaching educativo predice significativamente la identidad con la profesión docente

Como se puede observar en la tabla 2, la población de estudio estuvo conformada por 157 docentes de ambos sexos, los que respondieron al instrumento de la siguiente manera 80 del sexo femenino y 77 del sexo masculino.

Tabla 2.

Población en estudio según género en las instituciones de las redes educativas UGEL Piura, 2021. FrecuenciaPorcentajeFemenino8051,0Masculino7749,0Total157100,0

En la tabla 3, frecuencias del nivel de enseñanza, se puede observar que el 62.4% de los participantes enseñan en el nivel secundario y el 37.6% enseñan en el nivel primario.

Tabla 3.

Número de participantes según nivel de enseñanza de la UGEL de Piura. 2022. FrecuenciaPorcentajePrimario5937,6Secundario9862,4Total157100,0

Modelos

Tabla 4.

Modelo 1

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Tabla 5.

Modelo 2

H4sIAAAAAAAEC+2aT2xUVRTGb4cBihYyqcRAxOa1ghqoipWCG+jUpBiVP49KSSMYaJiaYIAW6r+F mpqgEl1YY3DLEBeu3JG4NXHj2i1uTFzoqkOMYeFCf9+be6aXm5kyI504JNzke+fce+4797vfve/P vLbLOXcW/EPBuCtdzl2Q48umIee6H3AuGTu437kud2m7c7P0WW0dvD2mhlXODRP7Lop1f593P32T cyRwgyABpNvRVexyW/ALIFf44QanulMe6nsCpEB9B4p514Ov0ldcV/O3ksPadxZzWa581mt+pL+4 thbLF13Nf5i4ztkEmFp2DiYr6zgWwJ6ccxex24D6bnBuPvT7aesGfUB5VMQ/Ba+AXqDz1DYOZnHk V7zOuFlZUCMFfgOjjHjGTWXrUW29f2xFgdI72ZLU1kzS2prFvtbM75vcUfxZwBq7R8EoeBronKlb 10cnhq+PKjYI1oADoLrHbl/zSdoPuhlXctOs4YxbT137ycDlkfnx2Br/BaCxXwbx2IppbPFpNHZK LHGlaY0V5h+g3gN0ffdju0EfUJ8UKGcZxHu2kW5heziO5iDMAc3jAxDPQ7F4HiltIQfVx92r0w9i 6+X/kHbl/wTE+RVrJn/i5lrSqUxecayAldBpkjw/go3gZyBNld/2mmKPgRyw9S7jhxxS6uMucdJp NQi16qWuNVf/sF3r8z74FjwOfgd7QDi2YsOgGzQa+wSx0+5t7lQl7lg6zmT9dY7tdXEyP96Ttlf+ oI94LIKYh2LiIW6NeKTEEjczFedfbs9XOEc5ixxWai0fIpeeIwPYR3x+W0vFNtMWrmXF9zEOKfX/ spaXOO8W0PWwl3Hi60GxQSB9TMMKPl1r8z+FH69l4vYOaC2XW89W99zf5HsG6P2giBUH00ixfSDc cxXqIU/tuSn3Jrtuzr3l95zmtQoY1zy+2gyb8HsAJbvHa9/tJql47KvDQzHx0LiN9EqJJe7AnMYI 8y+354okVM6vOazEnpsl12s+50fYXurKb3oqVqAePqtiDpPEx7h6L3LtXnRL9xG7bmVbWWPtxYOM uxH7BXYbFlPjpJjuadLNtI05nSI2na3vr+48d5WpjNn0gM7RGtv6yrc1FkfNM1wL6aF11/hhu9Z/ Fkgf3XfmsfF9R7FhYnfSTs/4hKf8FEfjIn7aj6q3ot1l+o8x7vPYBexLWExNO8VepK57zJ21O+PO weo0b5J/oqK4dANxE9aDsM38WCdp9aXndKUOJ8XECdOQU0qMd5IxjRHmD68V8SkAK0/gqG/OGryr /aQ1Vbs0KAErh83xNsWKV3/2xPaNbn7EPFY+8JdaQ8/Go20+5hjOZTMdxIvXq1zcz3KEnFP6qqTZ ccmKbzs5N8PtiOd01VurS992crsbPcuea2zFt52cm9Hzmue26K3VO1nPiuca207Q86bnNiIyFKt3 sp5FzzW2ahbadY9qZn+Oem66v6tYfQK/ndwaXe+d1t6PDt2gD4ibit7fUnAS9ALd+6WV3euX88P5 6fkqbAV6ng2C14HOt/c4xY77NvXJA5WQQ0p9yE2X4mescgtPAZ07DOL8ijWTP3HT5+P8A5zbAxp9 VxDHMlgJnUrkeQNoHpdAPA/FNI88MJ1S/JCDtBh0u3jHGsr6aT6GcfxZhNe7219MCFMrC1oQSv7+ 97mqEHdxjL/PSW+7bmK/3rXyMf21pp+BSRBeK4od822N9kBKfAqsATaucjTy63H4nP7K/xWI96Fi x4FyLschId7K9VSmv+ZdAStxPZ0lz3UgjjdAPA/FNI/VwOZRxg85SP+dfHEYcs+B6nx0/dk1Fc9P 15/wC1DO30A8rmIaN9SvTD0cN6WegDj/cvejCv2Vo0jildIvTy7NYwc2nodimkeoX4V6yGFJv6GW 9Bv04+6qM65iGhdTW7d43JRYAlrRT7qJu75frIR+75HrELmk36fYWD/FNI+1QH20r2IOJ2gbYv8N c9wNnqWuOamvbIx61/Jlz2GhDgfFYi1jDinjJH6sMH+4F9cTLwArdq/J0aC5lXxA+h4GsiqyKYBG 294RQ86bGacHtPI71jiGVnzbybkZPY/AQZyuemt16dtObnejZ9lzja34tpNzM3pe89wWvbV6J+tZ 8Vxj2wl63vTc9DtW+9Tqnaxn0XONLc3/+/7U71bpqN+xslafaDO3Rtd7o/ZmrjX9njoJb+0FWasf uQfnYnOIbSfsmdTre9Vbq8uKX7u+yzTaG43am9kzNofYdoLOZbQ8CRa9tXpK/V7T2eYQ207QuYKe 0lnPFFmrp/j3ms42h9h2gs5Fr6+eNdLZ6vbtoVPuG43uJ71w1nu+tBwHszj6zVThQYOplQV1oPDd q/cof0s8l/1lNnGHsO+6hHNnsr8znq92u39cRoH4u5f0tt+BsR+u21H6CSraa/pudQFoaewbMS5/ 5a226fek8lmx/2FMaUiAfk+H+Y3DBnf7/zY+ST/tEf1G3Q92AbXp/zC3F6vfrJWH00Z0qGLJ1zlb QAHonFyxmo9q9j92G+VQCkD+v/SI6teEKgAA

Tabla 5.

Modelo 3

H4sIAAAAAAAEC+2az29UVRTHb4cpFKzYNGogIeRNA/EXmqFSCAvtDAZiDMijFMKCGCYMIgZoA/5g oaYm/opumvgHMMSFK3ckbjFuNMGNiSvcmLjQVYcoMa70831zz3C5mTdOU8YMCbf5vnPuOfed+z3n 3jd3fnTIOXcW/ENDuD+HnDstxbcNk86V1zqX7D2wz7kht+MJ5+qMGbYBXh6VYZVzU/i+inwjXxfd d18UHAHcNpAAwj01VBlym9DHQGHs2g1udSc8NPY4SIHGTlSKbhRdbXNlbVvfQgyzlyuFLFYxG7Uw XaqsafuKFdfWH8WvezaAdWAMWCPVrL+r4Nxr6FuBxq53biHUS9hGwGagOGrin4IqGAe6T7YZMI8i venrjJq1RRlp8JuougvujKtl69Gy3r8upwL1t7Ilaa+ZSmtrFutaM79vCrPo84A1ztayimSbZ+tV ++tq9cjU1ap8j4HVYD9o7bE71/wY9gNuztXdKdZwzj1IX/vJwOOR6fHcmn8PkP0lEM8tn+ZWDnlz p/gSVz+lucL4E/SVp57vEnIE2J5N0RWzAapgHGisbHl1C+3hPMpBuAhkfxfEecgX55FiCzmoP+MO n3oA2Sn+e97+ETKOL18v8RN3cVl1ahBXHJvgbtTpGHG+BQ+BH0ECFN/2mnxaowKw9W6ghxxS+jPc qToNg7BW4TqGdq3PO+BLUAK/gUkQzi1fGYyAvLmP4zvp3uSVqs4rlq5z2Xjdo/0niJPpkjEPcfkd iMcSiHnIVwbilscjxZe4uVocfwL7KOi055vYFfMIlyoyrFW4t/P0OI9FYvwNtJYHiZkgEe21lE9r qXWyPJroGmMc6uhay7imPM97bX1V2271Xe4eGIZAiZjTyLj28pX9fHmcj+OvudfZBRfdG34PaB1W +fvEtQhkM8S10x6oeB4vduAhX5kxiNzapfgSty7RHGH8bntAdVfMW1yqyJXugevEeIVY2gNLyASJ aO8B+bQHHgFWz5jDJXx7eZou8CxdIMKprK6/uPM8XbXMolMl4VypcT1Tt32hdVfukqaHtZdu9Zdf 55f1tT5aL7s/rF9Yk9CuNfsEvE9OJeR1ZLx/5Cvj03urvHxP4GvleMadI6eTvPP5g2zFRZzFTbAz 1GzmjzmJ1w+e008dOMlXZgwil1OKj8o/pznC+OFeEp8xYE3njcYWzODVrfRHvV01qN/2u4OBLjUF 4lXKThiUrC1Mm+ZcqN+2hprNh20h5hjmspEB4sVrYyEeZzGUi3FO0dXS7Hpbim8/OffC7ZDndNlL 66u+/eS2kno2PNdYim8/OfdSzyue25KX1h/kejY911gOQj1vem6HRYZm/ZPoMg3i8z7rucZS5n5y 7mV/6sxU03cUatZvoPeTW97zPmj2EnUYAXqvIW5qe0AKjoJxoNd+1cpe67vpYX46X4Ut4AWwzfd1 v31ukW8GyKbzowjUQg4p/Wdd7Wx8xiq28DRQ/CnfD+PL10t83jd3PcNLxAnrlNIXxwa4G3WqE+dV oDw+AMorzEM+5VEEVqcUPeSge7a5Xbxn2ZmNU70MuneegKuQtzjIEe22qIloxfvfJ7UKsYJr/H2S 6m3PTax3elY+ZLzW9FNgZ6g9K/IdAFquvD2Q4quB1cDm1fg8vROHzxivffg5iPehfNpL/8UhYUz8 vE5gGwWdPmM3sCvvJjgKxoHGduMe5hTncZZ7rwLlcQPEecinPIaB1bKBHnI4Rr/snnE73G7+WvkU vbTnKp5X8/wMNO+vQH3lYGson+YN69egH86b0k/AcurXZLxi6Hy7W/VbTyzlMYWM85BPeYT1a9IP OYT1m8SnfIpedqvfTj/v8x3mlU/zItrr1kQP503pJ2A59VPdFOMW8m7U7xKxPiaW6ncNGddPPuWx Btj+izkcx7ed/bebT8vbeV2fpN+pht1q+Y3n8H0HDvKJAyKXQ4ovAd1q2cv7MEJk35voNa2qDk0y BZp/EN/XiptxDKX49pNzL/U85Lld9tL6dmYMYj0bnmssB6GeVzy3JS+tP8j1bHqusRyEet703PQ5 topu/ZPomAbyedfnV3GNpfj2k3Mvz7vOBnHT51hJ6zf6zC18f7ORuUaBvgfMs/eSi97/HSGOni1J 6x9CJ73/fW+sJBfLIZbKo5+59FLnFA6q72UvrS/ZT2559cyz95KL5RDLQahzg3qqzkteWj+lf6/V 2XKI5SDUuUk9VWedKZLWr6Pfa3W2HGI5CHXW+af66qyRtP6VAatz3uvJODx1TqmW+nwzj6LPnU0O GkS7LWoArVhx47P8lngu+3UxcS8j33YJ985lvzOebw27f+1Sgfh7L9V7K9A6xHq4brP4BTXttdXg NNDS2HcmqNlvobLtB4pnzf7nLsWQAH2eDuMbh/Xuzv/Fe5xx4lYA+8AOIJv+b/DJSus7a8Xhtmld Writ655NYAzonkKlFY9u9j9hD0uhjQHp/wITZW5YNCkAAC==

Tabla 5.

Modelo 4

Tabla 5.

Modelo 5

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Conclusiones

Respecto de la hipótesis general: el coaching educativo y el desempeño predicen la identidad, en docentes, en la UGEL Piura, distrito de Castilla, se concluye que el coaching educativo y el desempeño docente se relacionan en un 70.5% con la identidad docente. También se puede observar que la predicción de estas variables sobre la identidad docente es de 49.7%.

Respecto de la primera hipótesis específica: el coaching educativo y el desempeño predicen la identidad con la nación, en docentes, en la UGEL Piura, distrito de Castilla, se concluye que el coaching educativo y el desempeño docente se relacionan en un 48.2% con la identidad con la nación docente. Por otro lado, se observa que la predicción de estas variables sobre la identidad con la nación docente es de 23.2%.

En torno de la segunda hipótesis específica: el coaching educativo y el desempeño predicen la identidad con la comunidad escolar, en docentes, en la UGEL Piura, distrito de Castilla, se concluye que el coaching educativo y el desempeño docente se relacionan en un 70.6% con la identidad con la comunidad escolar docente. En realidad, se puede observar que la predicción de estas variables sobre la identidad con la comunidad escolar docente es de 49.9%.

Sobre la tercera hipótesis específica: el coaching educativo y el desempeño predicen la identidad con la institución educativa, en docentes, en la UGEL Piura, distrito de Castilla, se concluye que el coaching educativo y el desempeño docente se relacionan en un 68.6% con la identidad con la institución educativa. Además, se observa que la predicción de estas variables sobre la identidad con la institución educativa es de 47%.

Respecto de la cuarta hipótesis específica: el coaching educativo y el desempeño predicen la identidad con la profesión docente, en docentes, en la UGEL Piura, distrito de Castilla, se concluye que el coaching educativo y el desempeño docente se relacionan en un 63.1% con la identidad con la profesión docente. Asimismo, se observa que la predicción de estas variables sobre la identidad con la profesión docente es de 39.8%.

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PAIDAGOGO. Revista de Investigación

Multidisciplinaria

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ISSN: 2789-0074

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Vol.

No.

, pp 17 -

Julio – Diciembre

202

ISSN: 2789-0074