Pedagogical Management, Institutional Well-being and Professional Teacher Performance at the la Dolorosa Private Educational Unit, Pimampiro Canton, Ecuador (2024-2025)

Abstract

This study analyzes the relationship between pedagogical management and institutional well-being, and their influence on teacher professional performance.
Although these factors are recognized as determinants of educational quality, they are often secondary considerations in school management processes.
A mixed-methods approach with a hypothetical-deductive framework and a non-experimental, cross-sectional design was employed. The sample comprised 21 teachers from the Unidad Educativa Particular La Dolorosa, who completed a structured questionnaire, while semi-structured interviews were conducted with the administrative team. The results revealed a strong positive correlation (r=0,81) between pedagogical leadership and institutional well-being. Psychological health and the work environment were found to be associated with teachers’ professional practice. Furthermore, a lack of socio-emotional skills among the academic staff was identified as a factor affecting work performance. Based on these findings, a guide of psychosocial strategies was developed to prevent occupational burnout and strengthen the school environment. The study concludes that pedagogical leadership incorporating systematic occupational care measures enhances teacher performance and ensures the continuity of educational processes.