Resumo

NAVARRO SOPLIN, Luis Alberto  e  LARREA, Ángel Johel Centurión. Relationship between institutional climate and teacher performance: A review of the literature. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.34, pp.1585-1597.  Epub 25-Jul-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i34.820.

The relationship between institutional climate and teacher performance is crucial to understanding how conditions in educational institutions affect teacher performance. This article systematically reviews the literature on these two aspects. The objective is to identify and analyze how institutional conditions affect teacher performance. An exhaustive search methodology was used in academic databases such as Scopus and Scielo applying specific criteria to select recent studies. The results show that a positive institutional climate, characterized by administrative support, effective communication and a collaborative environment, is significantly associated with better teaching performance. Institutions that promote these aspects show improvements in teaching performance and effectiveness. In conclusion, strengthening the institutional climate has a positive impact on teacher performance, suggesting that educational policies should focus on improving these conditions to optimize educational quality.

Palavras-chave : Institutional climate; Teacher performance; Educational quality; Work environment.

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