The evaluation of the work performance of teachers allows to improve the quality of education, encourages permanent reflection, both individually and collectively, improves the possibility of personal growth of human talent in charge of directing educational institutions and leading teaching processes. -learning in classrooms.
evaluation-labor-performance-teacher-high school-bolivariano-mariano-montilla-venezuelaThe problems that arose in this investigation were: The difficulties of evaluating the labor performance of the teachers of the Liceo Bolivariano "Mariano Montilla", which brings with it the disinterest and waste of the working day. The general objective was to design dimensions and indicators to evaluate the professional performance of teachers at the Liceo "Mariano Montilla" that contributes to improving the management process. The purpose was to offer the design of dimensions and indicators the possibility of creating the conditions to improve the performance evaluation and the management process. The most outstanding authors are García L. (1996); Miranda T. (2000); Addne F. (2001); Castillo M. (2001); Chirinos M. (2003).The research was located within the feasible project modality supported by descriptive field research. The population is made up of 49 educators and the sample of 28 teachers, to whom 2 questionnaires were applied, which was validated by 7 managers with more than 15 years of experience. From the study it was concluded that the proposal has potential for practical application, based on the criteria expressed by the selected experts, who expressed that the dimensions address the basic elements that must characterize the performance of the teachers of the Bolivarian Lyceum and the indicators allow measure what is related to the way of acting in the fulfillment of professional functions, personal characteristics associated with creativity and interpersonal relationships.Union educational authorities and teachers are encouraged to implement them.
Descriptors: Performance evaluation, dimensions and indicators, expert consultation.
INTRODUCTION
In Latin America, many educational agents consider that in order to generate continuous self-improvement needs for their management among teaching staff, it is essential that they submit themselves consciously and periodically to a process of evaluating their performance. Other educational actors, however, hinder any effort to establish policies of this type in their educational systems, based on basically union positions that, trying to "protect the teacher", forget the right of students to receive a qualitatively higher education. and they do not even reflect on the right of teachers to receive advisory and control actions that contribute to the improvement of their work.
Currently, there is an era of constant changes which occur at breakneck speeds, where the evaluation of teaching performance forms part of the reference platform for the construction of knowledge. For its part, education, research, extension, management and production, make up, in theory, the axis of the basic activities of the participants, which must have a significant impact on the training of the students required for the long-awaited development and for the continuous improvement of the quality of life, Furnham (2000,)
The teacher evaluation should not be seen as a hierarchical surveillance strategy that controls the activities of teachers, but as a way of promoting and favoring the improvement of teachers, as a way of identifying the qualities that make up a good teacher for, who From there, educational policies can be generated that contribute to its generalization.
Evaluation can then be considered to represent an integral part of a management system and to satisfy different organizational and individual needs.
The evaluation of teachers' job performance is part of a national commitment to the quality of education, which should promote permanent reflection, both individually and collectively, on the possibilities for personal and professional growth of the human talent responsible for directing educational institutions and to lead the teaching-learning processes in the classrooms. This evaluation constitutes an invaluable tool for improvement, from which teachers and teaching managers, educational institutions, territorial entities and the country can draw up strategies that lead to the acquisition and effective development of the skills required by teachers. and teachers so that the country's children and young people have access to a higher quality education.
It is expected that the different actors in the process, evaluators and evaluated, will be oriented towards continuous improvement and educational excellence, thus promoting social, economic, cultural, scientific, technical and technological development at the local and national levels. This will only be possible to the extent that the educational community sets itself the responsible development of the evaluation process, which implies the constructive use of the results to positively impact the performance of teachers and teaching managers, and therefore of the institutions. educational.
Problem situation:
Within the general evaluation process of the Liceo Bolivariano. “Mariano Montilla” from the Carlos Soublette parish, from the Vargas State, difficulties are detected in the teachers' job performance, bringing with them the lack of interest and waste of the workday, which is related to certain situations, among which are:
• There is poor communication between management and workers.
• There is a marked absence from work, coupled with low motivation for teaching tasks.
• Lack of control by managers towards teachers.
• Absences from work are not deducted from the teacher's salary.
• At the high school there is no procedure for evaluating performance to improve performance towards higher stages.
The aforementioned aspects influence the quality and homogeneity of the process, lacking objectivity and undermining the true objectives of performance evaluation.
What is wanted is that the process of evaluating the job performance of teachers contributes to the improvement of the work of educators, encouraging them to reflect on their own performance and their responsibility towards the quality of education, and identifying their needs for learning and development of skills for teaching and educational management. Likewise, this performance evaluation promotes the recognition and valuation of the professional work of teachers, since they are the ones who day by day are in charge of making education possible in the country and thus contribute to the construction of a more equitable society., productive, democratic and peaceful. In summary, performance evaluation promotes individual and collective improvement, which is reflected in classroom processes,in institutional management and community development, all of which contribute to having a quality education.
In these terms it is posed as a Scientific Problem:
How to evaluate the professional performance of teachers at the Liceo Bolivariano. “Mariano Montilla” from the Carlos Soublette parish of the Vargas State, who contributes to improving his leadership process?
For this reason, this research is carried out with the following general objective: To design dimensions and indicators to evaluate the professional performance of teachers at El Liceo Bolivariano. “Mariano Montilla” from the Carlos Soublette parish of the Vargas State, which contributes to improving the leadership process.
The specific objectives are:
• Build the theoretical framework for research, based on the review of the National and International Literature related to the topic of Professional Performance and its evaluation.
• Diagnose the main insufficiencies that threaten the Bolivarian Lyceum's professional performance. “Mariano Montilla” from the Carlos Soublette parish of the Vargas State.
• Determine dimensions and indicators to evaluate professional performance that contributes to improving the management process at the Bolivarian Lyceum "Mariano Montilla" in the Carlos Soublette parish of the Vargas State.
• Validate the procedure using the expert method.
The above considerations, together with the review of the specialized literature, as well as the consultation of other sources that allowed structuring the theoretical or referential framework of this research, led to formulating the following research hypothesis:
"With the design of dimensions and indicators to evaluate the professional performance of teachers at the Bolivarian Lyceum" Mariano Montilla "in the parish Carlos Soublette of the State of Vargas, the conditions will be created to improve the leadership process and therefore the job performance of educators ”.
The main contributions of the thesis include:
The theoretical value of the research is given by the elaboration of a theoretical framework, which can contribute to the enrichment of studies on performance evaluation.
The methodological value of the same from the elaboration and structuring of dimensions and indicators, which in a logical order of connectivity, represent a guide for the work in the organization.
Its practical value lies in the feasibility of proposing these dimensions and indicators that would bring about the reduction of the problems detected in the diagnosis.
The present investigation originates from a direct observation of the professional performance of the teachers of El Liceo Bolivariano. "Mariano Montilla" from the Carlos Soublette parish of the Vargas State, which has led to constant withdrawals of students from the institution, school dropout and little community participation in solving the problems of the Bolivarian Lyceum, which is why we choose to the same as object for the present study.
This work has three chapters, structured as follows:
Chapter 1: Theoretical framework of the investigation. Where the review and analysis of the bibliography on the subject from the national and international literature on the subject will be presented.
Chapter 2: Characterization of the entity under study. Where the characterization of the object of study will be carried out. The diagnosis to be used and the main results are made from the use of methods and tools.
Chapter 3: Proposal of the dimensions and indicators to evaluate the professional performance of the teachers of the Liceo Bolivariano Mariano Montilla. These dimensions and indicators will be described and they will be validated by the expert method.
Finally, a series of conclusions and recommendations are issued that finalize the report derived from the research that supports the work, as well as the bibliography consulted and the pertinent annexes.
CHAPTER I: REFERENTIAL THEORETICAL FRAMEWORK.
1.1 Introduction.
This chapter, in accordance with the conception of the work to be carried out, is of vital importance since, in addition to the aspects directly related to its objective, some definitions will be included that will facilitate the understanding of the points addressed, particularly in performance evaluation, concepts, background, characteristics and models, factors that influence it and variables through which job performance can be evaluated. The development of the chapter is based on the "common thread" shown in Figure 1.
Figure 1. Conductive thread for the construction of the theoretical and referential framework of the research. Source: self made.
1.2 Concept and Background of work performance.
Performance evaluation is not an end in itself but an instrument to improve human resources, because through this system problems of supervision, integration of the worker in the company or in the position he occupies, of lack of use of their potential or low motivation. The company uses the results when deciding job changes, assigning economic incentives or the need for training or motivation of its employees. Workers also obtain benefits such as knowing the expectations of their bosses and seeing their problems channeled.
For Chiavenato (1999) "it is a system of appreciation of the performance of the individual in office and their potential for development." This author proposes performance evaluation as an essential management technique in administrative activity.
When speaking of "performance", reference is made to the practical exercise of a person who executes the obligations inherent to their profession, position or trade, in this sense, the "evaluation of teaching performance" refers to the evaluation process of the practices they exercise teachers, in relation to the obligations inherent in their profession and position.
According to Koontz (1999) The Performance Evaluation:
It consists of making a comparison of what was done during a period determined by an employee against what the organization in which he / she works considers the ideal performance for that position, this ideal is defined by the organization and is established in the description and specification of the position. The evaluator is usually a supervisor or superior who knows the position well, usually the direct manager.
In this order of ideas, it can be added that performance evaluation is the process by which the overall performance of the employee is estimated, it is a systematic and periodic procedure of comparison between the performance of a person at work and a defined efficiency guideline. by the management of the company, or that refers to a system of appreciation of the performance of the individual in office and their potential for development.
Similarly, the evaluation of the teacher's professional performance can be specifically addressed; According to www.evaluaciondocente.com This represents a systematic process of obtaining valid and reliable data, with the aim of verifying and evaluating the educational effect produced by students in the deployment of their pedagogical abilities, with their students, parents, managers, colleagues and representatives of community institutions.
From the previous definition, it is inferred that evaluating is proceeding to know a past reality, to its maximum extent, highlighting the conflicts in the conditions and actions carried out, advancing improvement hypotheses and, above all, from the most well-founded data set and reports With the maximum intervention of the participants, make a judgment about the breadth, evolution and complexity of the task.
Evaluating teachers is not projecting into it the deficiencies or reasonable limitations of the Educational System, but rather assuming a new style, climate and horizon of shared reflection to optimize and enable real spaces for professional development of teachers, generation of innovative cultures in the centers.
The evaluation is a value judgment that needs well-established representatives to whom to tend and to contrast the evaluated reality, plus this finding would require full agreement in the identification of such references and in their application.
Milvia Fuentes et al. (2003) states that the evaluation of the teaching action constitutes, together with the students, the fundamental actors of the teaching and learning process, for which the evaluation of their action is a relevant element for the achievement of the goals of the educational change, from an efficient conception where the teacher is the one who knows everything, who has the ability to transmit knowledge and has characteristics that differentiate it from others, to its current conception where it is considered a mediator or generator of knowledge capable of mobilizing the thinking towards confrontations, agreements, consensus and defense of own ideas.
For Concepción Alvarez (2,000), evaluation is the necessary complement to training, so that there is an authentic professional development for teachers. The evaluation can detect strong and weak points in the teacher's activity, identify the objectives achieved and the difficulties that prevent the achievement of others, analyze the real situation to which all types of intervention must be adapted, such as training plans and of improvements, etc. It goes through an evaluation process in which information is collected, analyzed and interpreted, valued and decisions are made consistent with such evaluation and with the objectives of the educational process in which the evaluation is immersed. The evaluation of teaching performance is also necessary,as a means of professional control that the teachers themselves must use to guarantee the knowledge and responsible behavior of the members of that profession. At the same time, to the extent that teachers as professionals acquire greater autonomy in their actions, they will find in the evaluation a useful tool to explain and justify to others the decisions and actions that each teacher has developed.
1.2.1 Background to the evaluation of job performance
The research process needs to be substantiated. In this regard, Arias (2004) p.39, points out that “the research history refers to previous studies or degree theses related to the problem posed, that is, research carried out previously and that are linked to the problem under study ”, for this, the following are first mentioned:
Rodríguez, D. (2009), designed a tool for evaluating and diagnosing the performance of Cuban local government bodies, in order to adjust to the theoretical foundations of the Plan-Do-Check-Act cycle, and management models. of environmental quality covered by NC ISO 9001: 2008 and NC ISO 14001: 2004.
The researcher took into account, for the design of the tool, the structure and functions of the local government bodies in Cuba and the proposals made by W. Pérez et al., Referring to the management of the variables mentioned above in these bodies.
The methodology addressed in this research was limited, first of all to a bibliographic review of the subject; Next, the design, structure and description of the evaluation-diagnostic tool were presented. And finally, the validation results of the proposed tool were shown. The results show that the Cuban decision-making process can be made viable in the Cuban local government bodies in order to improve the performance of these bodies in terms of quality and environmental management.
León, T. (2010). She presented her Diploma Work entitled: Procedure for the evaluation of the performance of transport and collection of urban solid waste. The investigation was carried out in the Budgeted Unit of Communal Services of the Encrucijada municipality, specifically focused on the activity of transportation and collection of urban solid waste. The main objective of the design and application of a methodological tool for evaluating the performance of the service in this important phase of management, in order to reliably control and verify its behavior, as well as verify the necessary corrections for its improvement
Regarding the feasibility of applying the instrument, it was verified when it was implemented in the locality under study. For its realization, those related to mathematical statistics were used as fundamental tools, the methodology used was immersed in the feasible project based on direct observation and a field investigation that included individual interviews for the collection of information, which together with the approach logistics, allowed the development of it.
Pérez, D. (2010), in his research had as general objective: Redesign the performance evaluation of the machining workshop of the Sugar Company (EA) "Perucho Figueredo". This is a bibliographic study containing a critical analysis of the main approaches and criteria of different researchers. The methodology involved includes a diagnosis of the current situation of performance evaluation in the workshop, which is verified through surveys applied to workers, determining the main deficiencies of the process. Then, a procedure was developed to carry out the ED in the workshop where, among other elements, new performance indicators were determined using the expert method, since those used are few objectives and do not evaluate the worker's performance in depth which requires.At the end of this stage, a redesign of the ED was carried out in the workshop and a pilot sample was taken where it was determined that this new redesign was effective and met the stated objectives.
Santos, Y. (2010), presented his work entitled: Proposed procedure for evaluating the performance of the head of chairs at the Luis Felipe Denis Díaz Independent Faculty of MININT, whose general objective was to propose a procedure that contributes to perfecting the evaluation of the performance of the chairmen of the Luis Felipe Denis Díaz Independent Faculty, of MININT in Villa Clara, as well as the set of indicators that comprise it. It starts from the analysis of the main approaches and criteria of different researchers on the subject, which expands the possibilities of developing the process and offers scientific rigor to the results obtained. A diagnosis of the current situation of human resources in the entity is made through the model proposed by Cuesta, (2005) and the key activity is deepened,performance evaluation, determining the main deficiencies of the process and promoting improvements for it. The research works with various methods of the theoretical, empirical and mathematical level that reaffirm its scientific nature, using current techniques that corroborate the results. The novelty, importance and need to apply the procedure proposed for the improvement of performance evaluation in the Independent Faculty is expressed by the specialists consulted.importance and need to apply the proposed procedure for the improvement of performance evaluation in the Independent Faculty is expressed by the specialists consulted.importance and need to apply the proposed procedure for the improvement of performance evaluation in the Independent Faculty is expressed by the specialists consulted.
On the other hand, Pérez, Y. (2010), had the general objective of proposing new performance evaluation indicators for the UEB Molino de Piedra el Purio. To fulfill this task, he addressed reflections on the administration of human resources as theoretical support. Next, the diagnosis of the current situation of the company under study was made, followed by the assumed methodology and the indicators selected for this purpose, the study focused on work skills and demonstrated suitability, aspects that distinguish it and justify its social relevance. The experts rated the competency profiles designed as very adequate in terms of: precision and clarity,correspondence with the characteristics of the UEB and with the standards set by the brand and action on the fundamental functions and tasks of the area under study. The results obtained made it possible to recommend that the profiles of the other areas of the company be designed, analyzing the appropriate adaptations and continuing this line of research to implement the Comprehensive Human Capital Management System.
1.3. Characteristics and models of job performance.
The characteristics of job performance correspond to the knowledge, skills and abilities that a person is expected to apply and demonstrate when developing their work. As indicated by Furnham (2000), they are as follows:
– Adaptabilidad, se refiere a la mantención de la efectividad en diferentes ambientes y con diferentes asignaciones, responsabilidades y personas.
– Comunicación, se refiere a la capacidad de expresar sus ideas de manera efectiva ya sea en grupo o individualmente. La capacidad de adecuar el lenguaje o terminología a las necesidades del (los) receptor (es). Al buen empleo de la gramática, organización y estructura en comunicaciones.
– Iniciativa, se refiere a la intensión de influir activamente sobre los acontecimientos para alcanzar objetivos. A la habilidad de provocar situaciones en lugar de aceptarlas pasivamente. A las medidas que toma para lograr objetivos más allá de lo requerido.
– Conocimientos, se refiere al nivel alcanzado de conocimientos técnicos y/o profesionales en áreas relacionadas con su área de trabajo. A la capacidad que tiene de mantenerse al tanto de los avances y tendencias actuales en su área de experiencia.
- Teamwork, refers to the ability to function effectively in teams / work groups to achieve the goals of the organization, contributing and generating a harmonious environment that allows consensus.
- Work Standards, refers to the ability to meet and exceed the goals or standards of the organization and the ability to obtain data to feed back the system and improve it.
- Talent Development, refers to the ability to develop the skills and competencies of your team members, planning effective development activities related to current and future positions.
- Power Work Design, refers to the ability to determine the most effective organization and structure to achieve a goal. The ability to adequately reconfigure jobs to maximize people's opportunities for improvement and flexibility.
- Maximizes Performance, refers to the ability to set performance / development goals by providing training and evaluating performance objectively.
The last three characteristics are additional to the previous points and are applicable to people who lead work groups, which must act with good judgment, maturity and common sense.
1.3.1 Teaching performance model.
In order to provide a frame of reference to better understand the practice of evaluating teacher action in some countries that have begun a process of educational reform, the following are four models for evaluating teacher efficiency:
• Model focused on the teacher's profile
This model consists of evaluating the performance of a teacher according to their degree of agreement with the traits and characteristics, according to a previously determined profile, of what constitutes an ideal teacher.
These characteristics can be established by elaborating a profile of the perceptions that different groups have (students, parents, managers, teachers), about what is a good teacher or from direct and indirect observations, which allow highlighting important features of teachers who are related to the achievements of their students. Once the profile is established, questionnaires are developed that can be applied as a self-assessment, through an external evaluator who interviews the teacher, by consulting the students and their parents, etc.
The participation and consensus of the different groups of educational actors in shaping the profile of the ideal teacher is undoubtedly a positive feature of this model. However, this model has also received negative criticism, among them the following stand out: a) It establishes the profile of a nonexistent teacher and whose characteristics are practically impossible to instill in future teachers, since many of them refer to character traits that are hardly teachable through training. b) There may be little relationship between the characteristics of the good teacher according to the perceptions of the different educational actors and the grades of the students, among other products of education.
• Model focused on the results obtained
For Schon (1987), p.214 quoted by Koontz ob.cit, p.215 "The main characteristic of this model is to evaluate teaching performance by checking the learning or results achieved by their students." This model arises from a current of thought that is very critical about the school and what is done in it. The representatives of the same maintain that, to evaluate the teachers, the same author points out that "the criterion to be used is not to pay attention to what the teacher does, but to look at what happens to the students as a consequence of what that the teacher does ”.
By establishing this criterion as an essential source of information for teacher evaluation, there is a risk of neglecting aspects of the teaching-learning process, which ultimately determine the quality of education products. On the other hand, the justice that considers the teacher to be absolutely responsible for the success of his students is questionable, since, as is known, the results obtained by students are the effects of multiple factors, one of which, fundamental, is the teacher..
• Model focused on teacher behavior in the classroom
This model proposes that the evaluation of teaching effectiveness be made by identifying those teacher behaviors that are considered related to student achievement. These behaviors are fundamentally related to the teacher's ability to create a favorable environment for learning in the classroom.
The reference model has predominated since the 1960s, using observation guidelines, interaction tables, or different scales for measuring teacher behavior.
This form of evaluation has received a criticism mainly related to the person who performs the evaluation; It is objected that the records obey the conception that the observers hold about what is an effective teaching and that is demonstrated by the standards that they support for each observed fact. The subjectivity of the observer easily comes into play and enables the observer to gratify or harm those observed for reasons other than teaching effectiveness, but rather for their sympathy or antipathy towards them.
• Model of reflective practice
It consists of a supervised reflection instance. This is an evaluation for the improvement of academic staff and not control for reasons of dismissal or promotion.
The model is based on a conception of teaching as indicated by Schon (1987) cited by Koontz (ob.cit) as “a sequence of episodes of finding and solving problems, in which the capacities of teachers continually grow as they face, define and solve practical problems ”p.234, this is what the author calls reflection on action and that requires reflection on action or evaluation after the fact to see the successes, failures and things that could have been done differently. Although basically when speaking of action, he is referring to the class, its use can also be conceived for any other form of organization of the teaching-learning process.
Three stages are contemplated in the execution of this model. They are:
- An observation session and anecdotal record of the activity.
- A reflective conversation with the person being observed to comment on what has been observed and in which questions are asked to discover the significance and coherence of the observed practice.
- A follow-up conversation in which the topics discussed and the actions agreed in the second stage are taken up again. If necessary and convenient, a new observation with record can be made at this stage.
The application of this model requires the existence of a supervision system, with people and times allocated to it, however, the model can be adapted so that the observation is made by other people, such as colleagues from the same establishment or some manager.
According to Robbins (2007), Evaluation is essentially a value judgment, deeply comprehensive of a reality, in this case with the action and participation of teachers in the design and development of the educational task and in its socio-relational and professionalizing projection, to configure as a adjusted, critical - formative judgment of the action and implication of the participants, it needs inquiry and innovation.
It is important to highlight that the inquiry as a basis for action and foundation of the data that synthesizes and limits the reality to be judged, without inquiry the evaluation and specifically that of the teaching staff lacks an essential basis. Innovation projects and gives rationale to evaluation. So far, the fundamental characteristics of the teaching performance evaluation models identified by educational research have been described. In order to specify which model specifically should be assumed, there are two options, namely: one of the previously described is chosen or a new one adapted to the socio-educational reality of the institution under study is constructed.
1.4 -Fundamental objectives of performance evaluation
In relation to this topic, Chiavenato (1999), pp. 205-208 states that: “the fundamental objectives of the Performance Evaluation can be presented in three ways:
1. Allow conditions for measuring human potential in the sense of determining its full application.
2. Allow the treatment of HR as a basic element of the company and whose productivity can be developed indefinitely, depending on the form of administration.
3. Give growth opportunities and conditions of effective participation to all members of the organization, taking into account, on the one hand, the business objectives and, on the other, the individual objectives ”.
When a performance evaluation program is well designed, planned, coordinated and developed, it usually provides long, medium and short-term benefits, where the main beneficiaries are the boss, the subordinate and the organization itself.
It has benefits for the boss because he can make a better evaluation of the performance and behavior of subordinates with a measurement system that tends to neutralize the subjective aspect, he can also propose measures that lead to an improvement in the behavior of subordinates. communication with your subordinates can improve your own behavior and leadership methods and styles.
It has benefits for the subordinate because he can know what are the behavioral and performance aspects that the organization values most in his work, he knows the expectations that his boss has about his performance and his strengths and weaknesses, he can also know the measures that are Taking the boss to improve his performance and those that he must take on his own, also makes it possible for him to do his self-evaluation and self-criticism for his self-development and self-control, he can collaborate with the boss in improving his behavior and conduct since it is a good opportunity to Making you aware of your criteria can help the group to consolidate and improve the work environment, as well as other colleagues to improve their behaviors and attitudes.
For the organization it has benefits because it is in a position to assess its human potential and define the contribution of each worker, it can identify workers who need retraining and / or improvement, as well as select workers who have promotion or transfer conditions and can give greater dynamism to its human resources policy, stimulating productivity and improving human relations at work.
1.5 Factors influencing job performance
For his part, Robbins (2007), argues that performance is largely influenced by the employee's expectations about work, their attitudes towards achievement and their desire for harmony. Therefore, performance is related or linked to the skills and knowledge that support the actions of the worker, in order to consolidate the objectives of the company. In this regard, Ruiz (2004), points out how performance is influenced by four (4) factors: motivation, abilities and personal traits; clarity and acceptance of the role; opportunities to perform. The importance of this approach lies in the fact that the performance of the worker goes hand in hand with the attitudes and aptitudes that they have is a function of the objectives that they want to achieve, followed by the organization's policies, standards, vision and mission.
In an organization you can find various scales of organizational climates, according to how it is affected or benefited. According to Solana (2006) The Organizational Climate scales are as follows:
- Structure: This scale represents the perception that the members of the organization have about the number of rules, procedures, procedures, norms, obstacles and other limitations that they face in the performance of their work. The positive or negative result will be given to the extent that the organization places the emphasis on bureaucracy, versus the emphasis placed on a free, informal and poorly structured or hierarchical work environment.
- Responsibility: It is the perception on the part of the members of the organization about their autonomy in making decisions related to their work. It is the extent to which the supervision they receive is general and not narrow, that is, the feeling of being their own boss and knowing with certainty what their job is and what their role is within the organization.
- Reward: Corresponds to members' perception of the reward received for a job well done. It is the extent to which the organization uses the reward more than punishment, this dimension can generate an appropriate climate in the organization, but as long as it is not punished but the employee is encouraged to do her job well and if she does not do
- Challenge: Corresponds to the goals that the members of an organization have regarding certain goals or risks that they may run during the performance of their work. As the organization promotes the acceptance of calculated risks in order to achieve the proposed objectives, the challenges will help to maintain a competitive climate, necessary in any organization.
- Relationships: It is the perception by the members of the company about the existence of a pleasant work environment and good social relations both between peers and between bosses and subordinates, these relationships are generated inside and outside the organization, understanding that there are two kinds of groups within any organization. Formal groups, which are part of the hierarchical structure of the organization and informal groups, which are generated from the friendship relationship, which can occur between the members of an organization.
- Cooperation: It is the feeling of the members of the organization about the existence of a spirit of help from the managers and other employees of the group. Emphasis placed on mutual support, both vertically and horizontally.
- Standards: This dimension talks about how the members of an organization perceive the standards that have been set for the productivity of the organization.
- Conflict: The feeling that bosses and collaborators want to hear different opinions; the emphasis on the problems coming to light and not being hidden or hidden. At this point, rumor often plays a very determining role, of what may or may not be happening at a certain moment within the organization, fluid communication between the different hierarchical scales of the organization prevents the conflict from being generated.
- Identity: The feeling that one belongs to the company and is a valuable member of a work team; the importance attached to that spirit.
In general, the feeling of sharing personal goals with those of the organization.
It is important to highlight that the elaboration of the Organizational Climate is an extremely complex process due to the dynamics of the organization, the environment and human factors, which is why many companies and institutions recognize that one of their fundamental assets is their human factor. To be sure of the solidity of their human resources, organizations need to have mechanisms for the periodic measurement of their Organizational Climate that is linked to the motivation of the personnel and, as previously indicated, this can have an impact on their corresponding behavior and job performance.
Taking into consideration the previous approaches, it can be said that the process requires a deep knowledge of the subject, creativity and synthesis, of all the elements that compose it, so the Organizational Climate must offer quality of working life.
In almost all contemporary theories of motivation it is recognized that jobs are not homogeneous, they all have different needs, they also differ in terms of attitudes, personality and other important individual variables; This requires employees to perceive that the rewards or results are proportional to their performance. Rodríguez (2001), p.176; states that:
In the reward system, inputs will probably have to be weighted in different ways to find the appropriate rewards for each job. The most powerful incentive managers can use is said to be personalized, immediate recognition.
To fulfill this task, managers will have to use their knowledge of the differences between employees, to be able to individualize the rewards, since they have different needs, which serves as a reinforcer with one of them, may be useless with another, this makes people realize that their contributions are appreciated, some of the rewards used are: the amount of pay, promotions, autonomy, participation in goal setting and decision-making.
In the same order of ideas, rewards should be related to performance, individualized, fair and valued: here it refers to the organization's salary system and promotion policies. This system must be perceived as fair by employees so that they feel satisfied with it, it must not allow for ambiguities and must be in accordance with their expectations.
Although in recent years the benefits have become more important, for Koontz (1999), p. 324, the basic salary is still the most important motivating factor: "There are theories that maintain that salary does not motivate." This is not like this. It is true that when you get up in the morning you do not think about money.
"Smart compensation should include fixed and variable pay, benefits, a good work environment and company name and mystique," says Koontz. Before, employees demanded better wages. Today the claims are for not cutting wages or maintaining the source of work. »
In this context, then, it is necessary to change the rules of the game. “An intelligent remuneration administration must be developed, since there is little to distribute, unless it is well administered. For this reason, today more than ever, you must compose a program tailored to each person, "recommends Koontz, (1999).
Administrators usually think that payment is the only reward they have and they also believe that they have nothing to say about the rewards offered. It is a general belief that only senior management can make these decisions. However, there are many other types of rewards or incentives that could be truly appreciated by staff, and may be granted in other species. Many companies run merit recognition programs, during which employees can receive commemorative plaques. As a synthesis, it could be said that the most important thing for the administrator is that she knows how to contemplate the rewards available to her and also know what things the worker values.
Debe considerarse también como factor de motivación la Capacitación del Personal: La necesidad de capacitación (sinónimo de entrenamiento) surge de los rápidos cambios ambientales, el mejorar la calidad de los productos y servicios e incrementar la productividad para que la organización siga siendo competitiva es uno de los objetivos a alcanzar por las empresas.
Training involves the transmission of specific knowledge related to work, attitudes towards aspects of the organization, the task and the environment, and development of skills. Any task, whether complex or simple, necessarily involves these three aspects.
This affects the individual in different ways: It raises their standard of living since it can improve their income, through this they have the opportunity to achieve a better job and aspire to a better salary. It also increases their productivity: this is achieved when the benefit is for both, that is, the company and the employee.
This is why when workers are better informed about their job duties and responsibilities and when they have the necessary job knowledge and skills, they are less likely to make costly mistakes on the job. Obsolescence is also one of the reasons why institutions are concerned with training their human resources, as it seeks to update their knowledge with new techniques and work methods that guarantee efficiency. Training at all levels is one of the best investments in human resources and one of the main sources of well-being for staff and the organization.
1.6. Methodological tools to assess job performance
With regard to the methodological tools for evaluating work performance, the aim is to specify what functions a process of evaluating the teacher's professional performance should fulfill.
Evaluation Methods or Techniques
The importance of performance evaluation has led to the creation of many methods to judge how the employee carries out his duties. The most common techniques used according to www.estrategia.com., Are:
➢ Simple rank ordering: it is the simplest method but also the most subjective. It consists of assigning a rating to each of the evaluated employees through an ordered list and then making a global comparison.
➢ Range by factors: it consists of ordering each evaluated according to different factors. The final result arises from the sum that each evaluated had in each factor. The best qualified is the one with the highest score.
Similarly, it can be added that a good teacher evaluation must fulfill the following functions: in accordance with what has been indicated
It must be diagnostic: The teacher evaluation must characterize the performance of the teacher in a certain period, it must be a synthesis of their main successes and errors, so that it serves as the guide, the head of the area and himself as a guide for the referral of training and improvement actions that contribute to the eradication of its imperfections.
It must have an instructive function: The evaluation process itself must produce a synthesis of the indicators of teacher performance. Therefore, the actors involved in said process, educate themselves, learn from it, incorporate a new job learning experience.
It must be educational: There is an important relationship between the results of the teacher evaluation and the motivations and attitudes of teachers towards work. Since the teacher knows precisely how his work is perceived by teachers, parents, students and school administrators, a strategy can be drawn up to eradicate the insufficiencies indicated to him.
Must be a developer: This function is mainly fulfilled when as a result of the evaluation process the maturity of the evaluated person increases and consequently the interpsychic relationship becomes intrapsychic, that is, the teacher becomes capable of critically and permanently self-evaluating his performance, he is not afraid of his mistakes, but learns from them and then conducts his work more consciously, knows and understands much better everything he does not know and needs to know; and, from his dissatisfactions with himself, an irrepressible need for self-improvement is unleashed. The developer character of the teacher evaluation is also fulfilled when it contains judgments about what the teacher must achieve to perfect their future work, their personal characteristics and to improve their results.The developer character of the evaluation, by itself, justifies its need.
One of the essential details that must be made as part of the process of building a system for evaluating teacher performance is its purpose, since this is undoubtedly a necessary condition, although not sufficient to achieve them.
Figure2: Purposes of teacher performance evaluation.
Source: Diagram presented by Héctor Valdés Veloz; at the Iberoamerican meeting on Teaching Evaluation, Mexico City: from May 23 to 25, 2000.
1.7 - Experiences in the evaluation of job performance in the Bolivarian High Schools of Venezuela
The education of a country represents a commitment for the State, because the formation of its human capital depends on it; Based on this premise, it is always innovating based on the values and ideals upheld by the social and political entities that control it. Currently the
National Executive through the Ministry of Popular Power for Education, has implemented an Educational Model called "Education as a Human Continuum". This model constitutes the foundation of the Bolivarian Lyceums, which began operating in the school period (2004-2005), in twenty-four educational units as a trial. In order to analyze this topic, the research work entitled: approach in the managerial performance of teachers of the model “education as a human continuum” in the education for work sub-commercial area of the faculty of educational sciences of the university of Carabobo, made by Trestini, Luisa, (2008).
In relation to the information provided by the sample subjects and giving answers to the formulated objectives, it is concluded:
1.- It can be affirmed that there is a total ignorance of the model, although possibly due to conceptions of the educational process, some of them take man and his society into account and seek to involve students with the environment but more towards education, than to the community. Likewise, they have not proposed in the classrooms the model, nor its philosophy, nor the fundamental elements that support the Bolivarian Lyceum Plan, much less have established days of discussion and reflection on it.
2. The teachers of the mention have a moderately effective management performance, given this, it is necessary to highlight that the mention aims to train highly competitive teachers in the labor market, if so, teachers should consider the academic setting of the classroom as an organization or / and company, where the stages of a management process are executed.
3. The managerial competences that the teachers of the mention possess to successfully approach the model are moderately put into practice, since they rarely or sometimes show competences of being leaders, of being synergistic, good communicators, although they do little to excite them. in the participation of the programmed activities and the cooperative work, which represents a great obstacle for an adequate implantation of the model because it is based on the achievement of SOCIAL BEING.
4. The approach that teachers give to the model in the learning process is practically nil, they do not even work with project-focused planning that is already part of the previous model, much less with the productive and community ones, they do little to apply the "Learning by doing" as a methodology in Education for Work, they do not know and do not apply Endogenous Development, they do not present community values, nor the national identity that are the standards of the Bolivarian model and high school.
5. The managerial performance of the teachers for the approach of the model as it could be verified is little, but this performance is even weaker in the night shift, the students indicate that there is no adequate managerial process and that the teachers do not demonstrate the competences relevant managers, to address the model, apart from their lack of knowledge even of basic aspects that were already being used in the other model and that this only changes its name and ideological connotation.
In response to these conclusions, this research also allowed demonstrating the leading role and the great importance of the Education for Work Area at the present time, which is why it establishes the Model “Education as a Human Continuum” that supports the Plan Liceos Bolivarianos, where the It also becomes one of the five academic areas of its curriculum. Similarly, through it the citizen is expected to value work from their social perspective and as a means for the development of personal, community and social values.
Of course, that the relevance and importance of the mention Education for work Commercial Sub-area of the Faculty of Sciences 35 EDUCATION SCIENCE JOURNAL Second stage / year 2009 / Vol. 19 / nº 33. Valencia, January - June, The education of the University of Carabobo is significant, because the graduates of the mention may have pertinent access to the labor sector, since not only this area is in the curriculum of studies of the new Bolivarian high schools, which was the III stage at the Basic Education level, but also forms the study plan of the so-called Comprehensive Basic Schools located in the rural sector, where the Work Education Area is part of the three academic areas of its study plan.
1.8 Partial conclusions:
1. The evaluation of teacher performance is a fundamental tool to manage teacher quality, it also fulfills important functions in the context of the management policy of each organization, makes it possible to establish plans, based on performance, facilitates the design of a system of professional promotion, allows to detect training needs or training not acquired and stimulates human relations within the organization, contributing to the formation of a cooperative culture of orientation towards the student and continuous improvement.
2. A teaching performance evaluation system that considers this activity from a holistic perspective, that evaluates it according to well-defined criteria known to those evaluated, has a dual function. To begin with, it allows each agent, and the organization as a whole, to know to what extent teaching meets the quality standards that are required. In addition, it facilitates, through successive refinements, the start of a process of continuous improvement in teaching, contributes to strengthening the processes of improving the quality, relevance and efficiency of education in all areas.
3. The evaluation of teaching performance must be carried out in accordance with the guidelines and criteria given in accordance with the affirmative educational policies of this evaluation system. In the absence of such policies, then it will be better to forget about performance evaluation as a tool for change and improvement. If yes, if the performance evaluation is adequately designed and planned as a process in each educational institution, and carried out in a systematic and continuous way with the participation of the committed and responsible actors of the educational process, and if it is carried out according to the organizational structure of the institutions and the corresponding instances, in all educational institutions, official and private, and it is applied to managers, teachers and non-teaching personnel linked to the processes under evaluation,its widely positive effects on continuous improvement and the added value of educational services are unquestionable.
CHAPTER II: CHARACTERIZATION AND DIAGNOSIS OF THE CURRENT SITUATION
2.1 Introduction
In the chapter, a general characterization of the Bolivarian Lyceum "Mariano Montilla" and the diagnosis of the current situation are made from the application of the techniques and instruments to be used. Obtain a diagnosis for the application of the performance evaluation process, a fundamental antecedent for the design of competence indicators for teaching staff.
In the diagnosis of the current situation, different aspects related to the institution under study will be taken into account. First, the historical review is addressed.
2.2 Historical overview of the Bolivarian high school "Mariano Montilla". History of the school and its evolution.
The LICEO BOLIVARIANO “MARIANO MONTILLA” has its legal domicile in Prolongación 10 de marzo. DEPENDENCY: National attached to District No. 03 of March, Carlos Soublette Parish Carlos Soublette (40,249 habs.) And works full time.
This educational institution was created by Resolution No. 242 of November 30, 1972, of the Citizen President of the Republic Doctor Rafael Caldera, which was published on Tuesday December 12 of the same year in Official Gazette No. 29,986, with the name of the Basic Cycle Institute “Francisco Salías”. When this name coincided with that of a Primary School, the authorities of the Ministry of Education, in the month of January of the year 1973 assigned a new name to him, that of the distinguished Prócer of our Independence “Mariano Montilla”, thus becoming this Division General in the eponymous hero of our institution. In this way, the founding staff of the institution begins to guide the educational process under the influence of the ideals and values defended throughout its existence by the hero of our independence,his love for Venezuela, his patriotism, the importance of honesty, discipline, morality, human rights and respect for the Laws of the Republic and especially the Constitution. This work continues today.
According to the journalistic review, it is on June 15, 1973, when the Basic Cycle "Mariano Montilla" was formally inaugurated, in the parish of Maiquetía, from Iglesia a Flores, with a capacity for 780 students. On the occasion of this ceremony, an exhibition was held with the works prepared by the students in the area of Vocational Exploration. The founding Director was Professor Evelia Avilán de Pimentel, and the Assistant Director Professor José Camejo; The event and on behalf of the Ministry of Education was attended by Professor Eduardo Rojas Plazela.
Between the months of May and July of the year 1976, the campus operated at the Menca de Leoni School, located in the Las Américas Building, and then, between the month of September of the same year and July of the year 1977 in the sheds of the Miguel School. Suniaga, to later return in September 1977 to January 1978, to his former headquarters in Iglesia a Flores. It is appropriate to point out that this occurred because it did not have its own headquarters, until on February 8, 1978, under the direction of Professor Camejo, the current headquarters, located in the Carlos Soublette Parish, in the Urbanization "10 de Marzo", behind block Nº 5 (Morocho). The annex building for the workshops and laboratories was subsequently achieved with the joint effort of the staff working in the institution and the Educational Community in general.With the passage of time we went from the Common Basic Cycle to the Basic School and in the 2000-2001 school year to the National Educational Unit, by incorporating the Diversified and Professional Cycle in the mentions of "Accounting", "Sciences" and "Personnel Administration " By the end of the 2005-2006 school year, eighteen promotions in Basic Education and six of Bachelor's degrees in Science and Personnel Management will have graduated. On January 28, 2004, through Resolution No. 09, published in the official gazette No. 37,874 dated February 6 of the same year, and Resolution No. 64 of October 07, 2004, both signed by the Minister of Education and Sports Professor Aristóbulo Istúriz Almeida, following the directives of the Citizen President of the Bolivarian Republic of Venezuela,the Liceo Mariano Montilla becomes one of the 200 schools selected as the Liceo Bolivariano, currently on an experimental basis.
Today (2011), at the XXXVII years of its creation, Mariano Montilla is heading to the integral formation of the Venezuelan youth of the adjacent communities, by incorporating in the teaching-learning process new concepts, teams and ideals that will give as a result, better levels of quality of life for the population. As a whole, the Community, the students, the teaching staff, the administrative and worker, are directed to achieving the stated goals, more and better well-being for all.
To characterize the Mariano Montilla Bolivarian Lyceum it is necessary to observe its surroundings by using a satellite image from the Google Earth program that locates the Institution 10º 35´ 52´´ north latitude and 66º 58´11´´ west longitude with an elevation of 44 meters / nm and apply a SWOT matrix, which explains the current situation of the institution.
The LICEO BOLIVARIANO “MARIANO MONTILLA” has its legal domicile in Prolongación 10 de marzo. DEPENDENCY: National assigned to District No. 03., Carlos Soublette Parish and works full time, is immersed in the sectors of Alcabala, Bonanza, Block 5 and Nueva street of Parroquia 10 de Marzo. It has in its surroundings 4 communal councils that are called the same as the surrounding sectors.
It is an area of high demographic density, however, only 2 teachers live in the surroundings of the lyceum, therefore, a large part of the teaching staff is far from the sociocultural reality of the lyceum.
The development of the research is based on the following methods and techniques:
Theoretical level
Induction-deduction:
According to Martínez Llantada (2006), induction is a reasoning that goes from the particular to the general, its value lies in the fact that the study does it in singular cases, the deduction goes from general postulates to others less general. Its integration and its complementation is what allows a true knowledge about reality in an integrating and coherent process.
Analysis-synthesis:
The aforementioned author stresses that analysis is the decomposition of the whole into its parts, into its multiple relationships and components, and the synthesis establishes the union between these two parts, both supported by abstraction and generalization by
historical logic:
It is the union of the process and the result. The historical reflects socially established knowledge, the logical emerges as a reflection of the content of the historical.
Hypothetical deductive:
In accordance with criteria Martínez Llantada (2006) when treating it as the set of empirical data that is explained by means of a hypothesis from which probable consequences are deduced, it consists in substantiating the veracity of the affirmation, for which arguments that prove or refute the hypothesis.
Empirical level
Document Analysis:
Martínez Llantada (2006) also refers to it as document analysis is within indirect qualitative techniques, to support other more direct data collection methods such as participant observation and in-depth interviewing.
SWOT MATRIX OF THE BOLIVARIAN LICEO “MARIANO MONTILLA”
NAME OF THE EDUCATIONAL INSTITUTION STRENGTHS OPPORTUNITIES WEAKNESSES THREATS
BOLIVARIAN HIGH SCHOOL
"MARIANO MONTILLA"
a) Wide infrastructure of rooms, offices and green areas.
b) A large group of specialist teachers and Coordinators.
c) A great team regarding Administrative and Worker Personnel
d) A fairly manageable student population that listens to and respects all staff.
e) Have the PAE.
f) A nursery school next to the campus that allows teachers a safe place to leave their children.
g) Be away from main roads and therefore from traffic and noise.
h) Resource centers for learning.
i) Library.
a) Support from the Educational Zone and District No. 3
b) Institutions that offer medical assistance close to the campus.
c) Closeness of the Headquarters of the Carlos Soublette Parish.
d) Good relations with the surrounding Educational Institutions.
e) Constant Police Support from the SIMETACA Central.
f) Good relations with the surrounding businesses
a) Little participation of parents and representatives in school activities.
b) Not having a local telephone service.
c) Not having a field for the exclusive use of the campus but shared with the neighboring Community that destroys it, dirties it and uses it for non-educational purposes.
d) Not having Night Surveillance Personnel.
e) Dining room not installed.
a) Location of the campus.
b) Insecurity
c) Deficiencies in the Garbage Collection system which generates environmental pollution and bad odors.
d) Be surrounded by sectors where people who commit criminal acts transit.
e) Large amount of Cyber near the campus. SOURCE OWN DEVELOPMENT
Another aspect to highlight is that the evolution of school enrollment has been (Annex 1):
School year 2.007-2.008: 564.
School year 2.008-2.009: Initial: 482. End: 452.
School year: 2.009-2.010: 459.
School year: 2.010-2.011: 363.
It is noteworthy that in the school year: 2,009-2,010 five sections were lost due to the lack of school enrollment.
2.3. Analysis of the organization at the high school.
To fulfill its corporate purpose, it has defined the following:
Mission
The Bolivarian Lyceum "MARIANO MONTILLA" has as its mission to promote an integration in the students (School, family, community) and as well as to offer an Integral Education (healthy, educated and critical) that is capable of facing life, building their own destinies under the constructivist approach, rescuing the socio-cultural values of the Institution, the region and therefore the country.
Vision
The Bolivarian Lyceum. ”MARIANO MONTILLA” is an Institution identified with the plans, programs, projects and guidelines of the MPPE and the Vargas Educational Zone, in order to incorporate the changes and innovations that occur in the field of knowledge for development integral human being, capable of participating actively and consciously in the process of social transformation capable of living together in a democratic, fair and free society.
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