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Sinergias Educativas
https://doi.org/10.37954/se.v6i3.181
July - September Vol. 6 - 3 - 2021
http://sinergiaseducativas.mx/index.php/revista/
eISSN: 2661-6661
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Received: November 23, 2020
Approved: April 09, 2021
Curriculum planning for learning and its
relationship to teacher performance
La planificación curricular para el aprendizaje y su
relacion con el desempeño docente
Heber Arnaldo Valdivia Huaranga
*
Abstract
This article arises from a research aimed at determining the degree of
relationship between curriculum planning for learning and teacher
performance in the classroom at the secondary school level in a public
educational institution in Peru. Initially, background information is
identified that is related to the research variables, which are curriculum
planning for learning, through collegial work and teacher performance in
the classroom. A conceptual framework of the terminology used in the
research is also presented, such as collegial work, teamwork, elements and
characteristics of curriculum planning, teaching and learning processes,
learning assessment, teacher performance, among others. We worked with
a sample of 50 teachers, using Pearson's r coefficient to validate our
hypothesis. For the analysis of these data we used the percentage technique
of tables by dimension and indicators. It was concluded that the curricular
planning for learning carried out by the teacher has a moderate positive
correlation with the performance of the teacher in the classroom in the
achievement of the learning of the students of the secondary level of the
Educational Institution.
Keywords: Collegial work, curriculum planning, teacher
performance.
* Master's Degree in Teaching and Educational
Management, Universidad Cesar Vallejo, Lima, Peru,
hebervaldivia@gmail.com, https://orcid.org/0000-0001-
6762-4297
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Resumen
El presente artículo surge de una investigación que tuvo como objetivo
determinar el grado de relación existente entre la planificación curricular
para el aprendizaje y el desempeño docente en el aula en el nivel de
educación secundaria en una Institución Educativa publica del Perú.
Inicialmente se identifica antecedentes que tiene relación con las variables
de investigación que son la planificación curricular para el aprendizaje,
mediante el trabajo colegiado y el desempeño del docente en le aula.
También se plantea un marco conceptual de la terminología empleada en
la investigación, como el trabajo colegiado, el trabajo en equipo, elementos
y características de la planificación curricular, procesos de enseñanza y
aprendizaje, evaluación de los aprendizajes, desempeño del docente entre
otros. Se trabajo con una muestra de 50 docentes usándose para validar
nuestra hipótesis el coeficiente de r de Pearson. Para el análisis de estos
datos se utilizó la técnica porcentual de cuadros por dimensión e
indicadores. Se concluyo que la planificación curricular para el aprendizaje
que realiza el docente a tiene una correlación positiva moderada y el
desempeño del docente en el aula en el logro de los aprendizajes de los
estudiantes del nivel secundaria de la Institución Educativa.
Palabras clave: Trabajo colegiado, planificación curricular,
desempeño docente
Introduction
The present research aims to establish whether curricular planning
for learning through collegial work and the work performance of
teachers in the classroom in a public educational institution are
related and what is the novel relationship. Knowing that in public
educational institutions teachers have the habit of not planning
adequately, in many cases they plan individually just to comply with
the protocol, we also know that curricular planning has a singular
importance in the management of learning as long as it has been built
collegially by the work teams, empowered by the teachers who will
be in charge of the execution of the Annual Curricular Program, the
design of the didactic units and the execution of the learning
sessions.
According to the Good Teaching Performance Framework, they
must carry out institutional and curricular planning work in
collegiate meetings, in order to unify criteria and set single goals
according to the pertinent diagnosis and oriented to achieve the
vision of the institution.
According to Coloma-Paxi et al. (2017), curricular planning shows
a significant relationship with student learning in public educational
institutions. The correlation between the two variables implies that
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to the extent that teachers do not improvise their activities and that
they carry out a good curricular planning, they will be in better
conditions to comply with the evaluation of learning, starting from
the collection and analysis of information on learning, through the
process and learning achievements, to making more appropriate
decisions about them.
Says Sanchez & Martinez , (2018) teachers consider as necessary the
evaluation, both of their own performance and that of the students,
however, they establish a fair exercise as necessary to really
positively impact school performance. For this to be possible, they
consider, the particular conditions of each student and teacher must
be contemplated: geographic location, material conditions, group
size, socioeconomic origin, among others. An evaluation of teacher
performance in the classroom should provide a real picture of what
is being done or not being done, with the intention of improving
educational quality, although it is necessary to provide teachers with
feedback on their work according to the information provided by the
evaluation, since a tool by itself will not produce changes in
professional practice or the necessary improvements in it.
According to Moreira (2002), educational management advocates
for the improvement of educational practices and permanent
incorporation, urging the actors to build educational projects aimed
at satisfying the demands of the student population, using teamwork
as a strategy, in which: a) There is a common objective that generates
mobilizing and motivating interests; b) A group of committed people
with a vocation for assertive and collaborative work; c) There is an
explicit call that generates mobilizing and motivating interests: a)
There is a common goal of continuous improvement; b) A group of
committed people with a vocation for assertive and collaborative
work; c) An explicit call is located generator of mobilizing and
motivating interests; d) There is the construction of a space defined
by a collective know-how; f) Fluid communication is generated
among team members, as well as an effective instance of decision
making and communications and exchanges.
In their research Caballero-Montañez & Sime-Poma, (2006) The
"good teacher" is an education professional who is highly committed
to his or her pedagogical work. This commitment is expressed in
different dimensions such as political, social, moral and spiritual.
This main trait covers the other elements like a mantle and
strengthens them. This allows them to carry out their pedagogical
work to the fullest, which is why they are remembered and
appreciated by their students and by the entire educational
community. Students perceive that secondary school teachers
assume a deep commitment to their role and concern for the present
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and the future of the educated. Roberto C.M. believes that teachers
assume their role with a high sense of vocation, mysticism and
dedication, which is why students value good teaching performance.
It is considered, from the reading of the conclusions of the thesis,
that the teacher is a critical, reflective and creative being especially
concerned about the integral formation of the person.
According to (Sandoval et al., 2020), in all sub-variables, both
principals and students expressed that the performance of their
teachers is "High" (above 89). This indicates that they have well-
prepared teachers who are committed to their pedagogical work. The
principals and students consider that the teachers' "Mastery of the
subject" is the most achieved in the teaching profile, which is in line
with the rigorous academic knowledge exam in their respective
subjects that they have passed to be admitted to this university.
(Jaramillo, 2021), states, Individual work, isolation and secrecy, is
the most widespread form of teaching practice among teachers. The
reasons that lead teachers to work in teams are of two types: the
achievement of goals that have been previously proposed, or the
existence of administrative prescriptions. The fact that sharing
similar ideas greatly facilitates teamwork. In general, all teachers
who collaborate want to start from common bases, although some
fear that too much similarity may impede progress. The absence of
common times makes cooperation between teachers difficult; in
addition, they are forced to use the time that the administration
allocates to joint work to carry out prescriptive tasks, without being
able to dedicate it to collaborating on issues that really interest them.
The temporal scenario does not facilitate, therefore, the exercise of
collaboration, but rather constitutes a negative conditioning factor
for its development.
According to (Berríos & Omaira, 2009), in the analysis of the
pedagogical management of teaching group work, cooperative work
is valued and practiced as a pedagogical process management
strategy, as follows:
In the curricular planning in the teaching work group, the strategic
objectives of the PEI are defined and the Annual Work Plan is
designed; decisions are made for curricular diversification, study
programs are elaborated, didactic units and learning sessions are
programmed, and evaluation indicators and instruments are
designed. Participation in the group dynamics helps to make the
teachers of the team more responsible, cooperating to achieve higher
and better levels of collaboration.
Commitment and a participatory environment are promoted in
curricular execution; some experiences are shared and teaching
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learning processes are contrasted, extending to other groups with
institutional projects; technical-pedagogical reports are prepared at a
personal and group level; and decisions are made to improve
curricular planning and execution.
There is a need for monitoring of pedagogical processes;
improvement of time management and effective hours of learning
sessions considering institutional activities; teachers require
reflection and research processes in a cooperative group;
communication of evaluation results should be improved. The
authorities and the teaching groups carry out actions to accompany
and verify the progress of the projects and activities that take place
in the school, sharing control and monitoring to fulfill the tasks.
From the exposed theories we can formulate the general problem:
What is the degree of relationship that exists between curriculum
planning for learning and teaching performance in the classroom in
students at the secondary education level in an educational
institution in Lima 20 20? The theoretical justification is to make
known the different concepts and theories that reinforce the
educational institutions where curriculum planning is not adequately
carried out, it was also justified in a practical way because this
research will allow educational institutions in Peru to have
knowledge of the correlation between curriculum planning for
learning and teaching performance in the classroom in students at
the secondary education level, This is seen from the teacher's
perspective, so that he/she can make use of the collegial work to
carry out his/her curricular planning adequately so that he/she does
not improvise in the classroom and can have a good performance in
the achievement of his/her students' learning. Finally, it was
methodologically justified since the work is of a descriptive
correlational type to the extent that it contributes to scientific
knowledge, the measurement instrument, which is a survey, was
correctly used and was applied to teachers at the secondary education
level. Given the above reasons, the general objective was to
determine the degree of relationship between curricular planning for
learning and teaching performance in the classroom at the secondary
education level in an educational institution in Lima, 2020.
Likewise, the general hypothesis was stated: There is a moderate
positive correlation between curricular planning for learning and job
performance in teaching in secondary level teachers in an
Educational Institution of Lima, 2020.
In a public educational institution, the principal or assistant principal
evaluates the teacher's performance in the classroom, the teacher
does not have a good curricular planning for such reason that the
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research aims to establish the degree of relationship between these
two variables of study.
Materials and methods
The present research has a quantitative approach, because it uses data
collection in order to test the hypothesis and statistics, the type of
research is descriptive - correlational. It uses what corresponds to a
causal correlation and at a descriptive level. The research method
used is the inductive, descriptive and hypothetical-deductive
method, it is held that the inductive method is the one that goes from
the particular to the general, that is to say, the one that, starting from
particular cases, allows to reach general conclusions. The type of
research corresponds to the correlational research design since it
seeks to establish the association of the variables. A sample
population of 34 appointed teachers and pedagogical coordinators
and a sample of 31 teachers of the educational institution, whose
participation in this survey was voluntary, were used.
The instruments used to measure the variables were validated by
expert judgment, the contents and structure of the items were
verified, the construct and criterion validity was also carried out, to
achieve the reliability of the instruments the summary statistical
measures were used, likewise, the Pearson Hi r coefficient was used
to validate the hypothesis: r x y >0, which yielded a value of
0.96900472 , i.e. there is a very strong positive correlation between
the variables mentioned. To obtain the data of the variable collegial
work of the curricular planning for teaching, the survey technique
was used, where the questionnaire instrument validated by expert
judgment and applied to the teachers of the sample of the secondary
level, it contains 20 items comprising 16 indicators of 4 dimensions.
To obtain the data of the variable teaching performance, the survey
technique was used, where the questionnaire instrument validated by
expert judgment was applied to the coordinating teachers of the
sample at the secondary level, which contains 20 items comprising
17 indicators of 4 dimensions.
Results
Statistics were applied to analyze the correlation between collegial
work in curricular planning for learning and teachers' work
performance in teaching.
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Table 1. Hypothesis test to determine the degree of correlation
between curricular planning for learning and teaching performance
in secondary school teachers of an educational institution.
Calculated
value
(r)
Tabular value
(r)
Decision for
Ho
P : &
0.96900472
0,463
Rejected
p < 0,05
Table 1 presents the hypothesis test to determine the degree of
correlation between variables X and Y in an educational institution
at the secondary education level in Lima 2020. In this case, Pearson's
r correlation coefficient was used to contrast the research hypothesis,
which states that there is a very strong positive correlation between
the variables mentioned, with the null hypothesis, which states that
there is no correlation between the two variables.
After performing the respective calculations, an r value equal to
0.96900472 was found, which is greater than the tabular value equal
to 0.463 obtained taking into account 30 degrees of freedom and a
significance level of 0.05. With this result, the null hypothesis is
rejected; that is to say, it fulfills the research hypothesis to the extent
that the value found is in the respective interval of the r values
according to the table of critical values for Pearson's correlation
coefficient (r) where Ho: p < 0.
Therefore, the general hypothesis confirms that "there is a very
strong positive correlation between the strategy of collegial work in
curriculum planning for learning and job performance in teaching
among teachers at the secondary level of the Lima Educational
Institution, 2020.
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Table 2 Specific hypothesis test to determine the degree of
correlation between curricular planning for learning and the use
of pedagogical time in the execution of the learning session in the
classroom.
Calculated
value
(r)
Tabular
value
(r)
Decision for
Ho
P : &
0.69918271.
0,463
Rejected
p < 0,05
Table 2 presents the hypothesis test to determine the degree of
correlation between variables X1 and Y2 in an Educational
Institution in Lima 2020. In this case, Pearson's r correlation
coefficient was used to contrast the first specific research hypothesis,
which states that there is a moderate positive correlation between the
variables mentioned, with the null hypothesis, which states that there
is no correlation between the two variables.
After performing the respective calculations, an r value equal to
0.69918271 was found, which is greater than the tabular value equal
to 0.463 obtained taking into account 30 degrees of freedom and a
significance level of 0.05. With this result, the first specific null
hypothesis is rejected; that is, it fulfills the first specific hypothesis
of research to the extent that the value found is in the respective
interval of the r values according to the table of critical values for
Pearson's correlation coefficient (r) where Ho: p < 0.
Therefore, the first specific hypothesis confirms that "there is a
moderate positive correlation between the strategy of collegial work
in curriculum planning for learning and the pedagogical use of time
in teaching among teachers at the secondary level of the Lima
Educational Institution, 2020.
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Table 3. Specific hypothesis test to determine the degree of
correlation between curricular planning for learning and the use of
pedagogical tools for teaching.
Calculated
value
(r)
Tabular value
(r)
Decision for
Ho
P : &
0.60396136.
0,463
Rejected
p < 0,05
Table 3 presents the test of the second specific hypothesis to
determine the degree of correlation between the variables X2 and Y2
in the Lima High School Educational Institution, 2020. In this case,
Pearson's r correlation coefficient was used to contrast the second
specific research hypothesis, which states that there is a moderate
positive correlation between the variables mentioned, as opposed to
the null hypothesis, which states that there is no correlation between
the two variables.
After performing the respective calculations, an r value equal to
0.60396136 was found, which is greater than the tabular value equal
to 0.463 obtained taking into account 30 degrees of freedom and a
significance level of 0.05. With this result, the second specific null
hypothesis is rejected; that is, the second specific research
hypothesis is fulfilled to the extent that the value found is in the
respective interval of the r values according to the table of critical
values for Pearson's correlation coefficient (r) where Ho: p < 0.
Therefore, the second specific hypothesis confirms that "there is a
moderate positive correlation between curricular planning for
learning and the use of pedagogical tools in teaching among
secondary school teachers in an educational institution in Lima,
Peru, 2020.
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Table 4 Specific hypothesis test to determine the degree of
correlation between curricular planning for learning and use of
educational resources and materials for teaching.
Calculated
value
(r)
Tabular value
(r)
Decision for
Ho
P : &
0.61986737
0,463
Rejected
p < 0,05
Table 4 presents the test of the third specific hypothesis to determine
the degree of correlation between the variables X3 and Y3 in the
Lima High School Educational Institution, 2020. In this case,
Pearson's r correlation coefficient was used to contrast the third
specific research hypothesis, which states that there is a moderate
positive correlation between the variables mentioned, as opposed to
the null hypothesis, which states that there is no correlation between
the two variables.
After performing the respective calculations, an r value equal to
0.61986737 was found, which is higher than the tabular value equal
to 0.463 obtained taking into account 30 degrees of freedom and a
significance level of 0.05. With this result, the third specific null
hypothesis is rejected; that is to say, it fulfills the third specific
hypothesis of research to the extent that the value found is in the
respective interval of the r values according to the table of critical
values for Pearson's correlation coefficient (r) where Ho: p < 0.
Therefore, the third specific hypothesis confirms that "there is a
moderate positive correlation between the strategy of collegial work
in curricular planning for learning and the use of educational
resources and materials in the teaching of secondary school teachers
at the Lima Educational Institution, 2020.
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Tabal 5 Specific hypothesis test to determine the degree of
correlation between curricular planning for learning and the use of
evaluation instruments in teaching.
Calculated
value
(r)
Tabular
value
(r)
Decision for
Ho
P : &
0.53410303
0,463
Rejected
p < 0,05
Table 5 presents the test of the fourth specific hypothesis to
determine the degree of correlation between the variables X4 and Y4
in the Lima High School Educational Institution, 2020. In this case,
Pearson's r correlation coefficient was used to contrast the fourth
specific research hypothesis, which states that there is a moderate
positive correlation between the variables mentioned, as opposed to
the null hypothesis, which states that there is no correlation between
the two variables.
After performing the respective calculations, an r value equal to
0.53410303 was found, which is greater than the tabular value equal
to 0.463 obtained taking into account 30 degrees of freedom and a
significance level of 0.05. With this result, the third specific null
hypothesis is rejected; that is, the fourth specific research hypothesis
is fulfilled to the extent that the value found is in the respective
interval of the r values according to the table of critical values for
Pearson's correlation coefficient (r) where Ho: p < 0.
Therefore, the fourth specific hypothesis confirms that "there is a
moderate positive correlation between the strategy of collegial work
in curricular planning for learning and the use of evaluation
instruments in the teaching of secondary school teachers in an
educational institution in Lima, 2020.
Discussion
Table 1 presents the hypothesis test to determine the degree of
correlation between variables X and Y in an educational institution
at the secondary education level in Lima 2020. In this case, Pearson's
r correlation coefficient was used to contrast the research hypothesis,
which states that there is a very strong positive correlation between
the variables mentioned, with the null hypothesis, which states that
there is no correlation between the two variables.
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After performing the respective calculations, an r value equal to
0.96900472 was found, which is greater than the tabular value equal
to 0.463 obtained taking into account 30 degrees of freedom and a
significance level of 0.05. With this result, the null hypothesis is
rejected; that is, the research hypothesis is fulfilled to the extent that
the value found is in the respective interval of the r values according
to the table of critical values for Pearson's correlation coefficient (r)
where Ho: p < 0.
Therefore, the general hypothesis confirms that "there is a very
strong positive correlation between the strategy of collegial work in
curriculum planning for learning and job performance in teaching
among teachers at the secondary level of the Lima Educational
Institution, 2020.
Planning should be understood as a process aimed at achieving
previously determined results, based on needs and adjusted to the
available means. Thus it is understood that there is no single
definition. (Berselli, 2018, p. 4).
The teacher's work in the teaching and learning process includes
guiding, orienting, facilitating and mediating significant learning in
his/her students, emphasizing "learning to learn" so that they learn
autonomously independently of the teaching situations. In this way,
the teacher must adopt diverse strategies according to the needs and
desired intentions that allow him/her to attend to the different
learning styles and rhythms of his/her students.
In the second questionnaire, teachers Pedagogical Coordinators of
the different areas of the secondary level were asked to give an
opinion regarding the improvement of teachers in the course of 2015
after the pedagogical accompaniments. The evaluation of practicing
teachers can be approached from different perspectives. The
following are two that have great influence in our countries and that
generate a very reductionist framework on teacher performance
evaluation: one is limited to studying what teachers do in their work
schedules within the institutions, while the other analyzes teachers'
work in terms of their students' learning outcomes.
The first considers that the teacher fulfills a set of tasks assigned to
him/her by virtue of his/her profession and what society considers
an education professional is capable of and should perform;
therefore, performance evaluation should be limited to reporting on
the adequate fulfillment of the assigned tasks. In this approach, what
matters is what the teacher does, and not what he/she is capable of
doing because of his/her potential as a professional and human
being, for the benefit of his/her own development and that of the
educational institution.
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The second assumes that the teacher is the main educational agent
and, therefore, he/she is responsible for the success or failure of the
educational process developed in the institution. For this approach,
everything can be explained and understood on the basis of the
intrinsic characteristics of the teacher, and little influence is exerted
by the context, despite the broad and complex social determinants
that coexist in educational institutions and outside them. Here, the
concept of performance points to the Rambo-style ideal, in which the
individual goes it alone and overcomes all barriers based solely on
his or her individual merits and previous experiences.
According to Caballero-Montañez & Sime-Poma, (2006) in their
thesis that students perceive that secondary school teachers assume
a deep commitment to their role and concern for the present and
future of the educated, teachers assume their role with a high sense
of vocation, mysticism and dedication, which is why students value
good teaching performance. It is considered, from the reading of the
conclusions of the thesis, that the teacher is a critical, reflective and
creative being especially concerned about the integral formation of
the person. The conclusions of the thesis are that most of the teachers
interviewed, guided by criteria of efficiency typical of our culture,
consider that they make much better use of their time when they
work individually. Given the consideration that the "normal" thing
to do is to work individually, they think that collaborative work
means a decrease in their dedication to their work. With this strategy,
on the other hand, they guarantee the preparation of the most urgent
teaching tasks.
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