Curriculum planning for learning and its relationship to teacher performance

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.