Managerial skills in mental health and teaching performance in an Educational Management

Abstract

Objective: To determine the influence of managerial skills on mental health and teacher performance in public educational institutions (UGEL) in Lima.

Materials and methods: The methodology used is quantitative, basic, with a non-experimental design. A structured questionnaire was applied to a non-probabilistic sample of 102 teachers from public educational institutions belonging to a UGEL in Lima-Peru, using validated scales for managerial skills, burnout risk (mental health) and teacher performance according to the Peruvian Good Teacher Performance Framework.

Results: 39.2% reported poor managerial skills and 38.2% good. Regarding the “mental health” dimension, the majority (61.7%) presented moderate-high burnout risk. In addition, for “teacher performance” only 44.1% reached an efficient level; in the dimensions “preparation for student learning” 54.9%, “teaching for student learning” 38.2%, “participation in school management” 52.0% and “professional development” 54.9%.

Conclusions: Managerial skills influence managerial competencies, mental health, and teaching performance in public educational institutions of a UGEL in the post-pandemic context, reducing the negative impact of COVID-19 sequelae on mental health and significantly enhancing teachers’ professional performance.

Keywords: Managerial skills; Teacher mental health; Teacher performance; Post-COVID-19 pandemic.