Contextual Factors That Affect Pedagogical Accompaniment And Teacher Performance In Rural Contexts

Abstract

The present study analysed the incidence of pedagogical accompaniment on the academic performance of rural teachers in the canton of Milagro, Ecuador.

Objective: To identify how contextual factors influence the effectiveness of accompaniment, considering variables such as planning, execution and evaluation of learning.

Methodology: The research used a quantitative, correlational and cross-sectional approach. A structured survey was administered to 144 teachers in rural institutions, with a validated instrument and a high reliability index (α = 0.87). Spearman correlation analysis, ANOVA and cross-tabulation were used.

Results: The results revealed a positive and significant correlation between pedagogical support and teacher performance (Rho = 0.229; p = 0.006), especially in the dimensions of planning (57.6%), implementation (58.3%) and evaluation (56.9%). However, the model explained only 2.5% of the variability, suggesting the influence of other factors such as continuing education, institutional support and peer collaboration.

Discussion: The discussion contrasted these findings with international studies, highlighting that mentoring is most effective when contextualised and linked to sustainable education policies. The literature supports that self-efficacy, teacher motivation and technology integration are key determinants in rural contexts.

Conclusion: It was concluded that pedagogical accompaniment is a relevant tool for improving teacher performance, but its impact depends on structural conditions, adequate resources and collaborative practices. Promoting a comprehensive approach adapted to the rural environment is essential to ensure its effectiveness.