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School climate and teacher performance: A case of success. Approaches to public schools in the province of Carchi-Ecuador

Abstract:

In different investigations, the school climate emerges as one of the factors that influence the academic achievement of students in poverty and the good performance of their teachers. In 2015, after the national evaluations, public schools appeared in the most impoverished contexts of the province of Carchi in Ecuador. Based on this, a survey was conducted to 207 teachers from 13 public schools in this province to find out their opinion on the characteristics that influence the school climate of their institutions. Thus, the relevance of interpersonal relationships, satisfaction with the work performed and the work environment for its good performance was identified. The salary, the infrastructure of the school and the material resources were found in a lower percentage. From these data it can be concluded that the motivation of teachers is reinforced by having a good school climate in their daily lives, beyond physical resources or existing limitations, it is important to reinforce actions focused on these issues to have effective schools.