Likert Management Systems and their Relationship with Teaching Performance in Peru


  • Jenny Del Rocío Carpio-Ventura, Carola Claudia Calvo-Gastañaduy, Dora Concepción Calvo-Gastañaduy, Luis Alberto Aguirre-Bazán, Nelson Johnni Palacios-Dulce, Luis Jesús Espinoza-Soca, Danny Villegas-Rivas


The present work aimed to establish the relationship between Likert's management systems and teaching performance in a sample of Peruvian teachers. The type of research was quantitative, not experimental, with correlational design. The sample was 115 teachers of primary and secondary, of regular basic education. He used a questionnaire for Likert's management systems and an evaluation sheet to measure teacher performance. Descriptive statistics and Pearson's parametric correlation coefficient were used. There was evidence of a positive correlation(r=0.682) and a significant (p≤0.05) correlation between Likert’s management systems and teaching performance.   Regarding the dimensions of the study variables, a positive (r=0.945) and significant (p≤0.05) correlation was found between Likert management systems and preparation for student learning, positive (r=0.695) and significant (p≤0.05) correlation with    teaching for student learning and a positive (r=776) and significant (p≤0.05) correlation with    participation in school management articulated to the community. Likert's management systems are positively and significantly related to teaching performance. There was evidence of a positive and significant correlation between teaching performance and the types of management systems of Likert, exploiter-authoritarian, benevolent authoritarian and participatory.