Influence of Educational Management on the Commitment of Secondary School Teachers DOI:

Abstract

As a result of the accelerated changes influenced by the advances of technology and information technology, the development of creativity, and social and emotional skills, there is a demand to adapt the educational proposal. Therefore, the objective was to determine the influence of educational management on teachers' commitment. The study was conducted under the positivist paradigm, hypothetical-deductive method, quantitative approach, non-experimental, correlational-causal, applied, and cross-sectional design. In addition, the population consisted of 100 teachers from three educational institutions, and by stratified probability sampling, it was determined that the sample consisted of 81 teachers. Likewise, the survey was considered a technique, and the instruments were two questionnaires validated by experts with a reliability of .923 and .951, respectively. The results were supported by the ordinal logistic regression test, where the Pseudo R2 value contributed to confirming that educational management explains 88.8% of teacher commitment. The teachers agreed that the manager seeks to strengthen the school's performance by applying methods, tools, instruments, and knowledge development, supporting the school development of the students, and proposing better educational processes. In addition, teachers, being the main mediators of knowledge, should feel committed to their work, as evidenced by the improvement of their actions with high identity and professionalism. Therefore, it was concluded that the effectiveness of educational management generates trust and commitment of teachers to their work.