Teacher performance and its impact on mathematics academic achievement
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Abstract
Teacher performance is a determining factor in students' academic achievement, especially in the area of mathematics. This study analyzes the relationship between teaching quality and students' academic achievement in Ecuadorian educational institutions. A descriptive-correlational design with a quantitative approach was employed, using surveys and achievement tests applied to 400 students and 50 mathematics teachers. The results show that the use of active methodologies, formative assessment and pedagogical support have a positive impact on student learning. However, challenges were identified such as the lack of continuous training and resistance to change in the teaching practice . It is concluded that improving teacher performance through innovative strategies and constant training is key to optimize mathematics performance. This study provides relevant evidence for the formulation of educational policies that favor more effective teaching
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