Influencia de la evaluación del desempeño docente en la efectividad de la gestíon pública educativa

The objective of this article is to analyze, through a theoretical review supported by several authors, the influence of the evaluation of teacher performance on the effectiveness of educational public management. To meet this objective, the main theories on teacher performance evaluation and the effectiveness of educational public management were analyzed. For this, the analytical-synthetic method was applied, in order to analyze and synthesize the relevance of written theory. Factors that influence the effectiveness of public educational management were identified as findings, identifying the evaluation of teacher performance as an important factor that influences the effectiveness of public educational management. In this sense, it is concluded that the evaluation of teacher performance is an important factor for the effectiveness of public educational management, since its implementation responds to public policy, which aims to improve the pedagogical practice of the teacher and therefore achieve educational qualityThe objective of this article is to analyze, through a theoretical review supported by several authors, the influence of the evaluation of teacher performance on the effectiveness of educational public management. To meet this objective, the main theories on teacher performance evaluation and the effectiveness of educational public management were analyzed. For this, the analytical-synthetic method was applied, in order to analyze and synthesize the relevance of written theory. Factors that influence the effectiveness of public educational management were identified as findings, identifying the evaluation of teacher performance as an important factor that influences the effectiveness of public educational management. In this sense, it is concluded that the evaluation of teacher performance is an important factor for the effectiveness of public educational management, since its implementation responds to public policy, which aims to improve the pedagogical practice of the teacher and therefore achieve educational qualit