Low educational quality is a persistent challenge, often attributed to poor teacher performance. This research sought to analyze how teacher performance, evaluated in 2017, influences school promotion and academic achievement at the Gregorio Luperón Educational Center between 2018 and 2022.
A mixed approach was employed, combining documentary-bibliographic, field, and descriptive methods. A representative sample of teachers and administrative staff who participated in the 2017 performance evaluation was selected. A validated questionnaire with closed-ended questions was used to collect data.
The results revealed a direct correlation between teacher performance and student promotion. Teachers with higher evaluations in 2017 tended to have students with better promotion and achievement rates. Most teachers received basic or unsatisfactory performance ratings, although their self-perception was more positive. The average school promotion rate was 77.4%, with variations between years.
The study confirms the influence of teacher performance on student achievement. Improving the quality of teaching, through continuous training and support for teachers, emerges as a key strategy to address low educational quality and increase promotion rates at the Gregorio Luperón Educational Center.
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