“The impact of the teacher professional profile and continuing professional development on teaching quality”

Abstract

This study analyzes the impact of the teacher professional profile and continuous training on teaching quality within an educational institution in the San Gerardo parish, Ecuador, aiming to determine its influence on pedagogical practices and the perception of student learning. A mixed-methods approach with a convergent design was employed, integrating surveys directed at teachers, students, and parents, along with interviews with administrators. Data were analyzed using descriptive and correlational statistics, as well as qualitative analysis. The results demonstrate a positive and statistically significant relationship between the teacher professional profile, defined by the integration of initial and continuous training, and the quality of teaching (r = 0.80; p < 0.01), as well as a favorable incidence of continuous training on the improvement of pedagogical practices. Nevertheless, weaknesses in initial training, low regular participation in training processes, and the absence of an institutional system for evaluating training impact were identified. Likewise, structural limitations related to resource scarcity and dependence on external programs are recognized. It is concluded that educational quality depends on permanent, relevant, and systematically evaluated professional teacher development, which must be articulated with institutional management and the demands of the local educational context.