Perceptions and Practices Related to Educational Excellence in the Official Schools of Panama
DOI:
https://doi.org/10.37387/ipc.v5i1.62Keywords:
Educación, Panamá, percepción, calidad, prácticas, impactoAbstract
This study is based on a correlation analysis between the results of the National Competition for Excellence in Education 2016 from all over Panama and the perceptions and practices found in the tests and interviews presented by the schools as part of their application for the competition. The winning schools were those whose students scored the highest in language, science, and math tests. It was found that perceptions with a significant impact on educational quality include: perceived lack of teacher training as a barrier to excellence and having a concept of educational excellence that includes inclusion, and achievements of students and graduates. The following practices are correlated with higher scores, but individually they do not have a significant impact on the tests: the pedagogical accompaniment to the teachers, the use of active teaching methods; participation in certain long-term teacher training programs with additional follow-up to those mandated by the Ministry of Education (particularly in more than one of them since they address in part to different aspects. Examples of efforts towards excellence that involve evaluation of learning and leadership, defined as diagnosis of problems using indicators, informed decision makers on how to implement interventions and to conduct evaluation of the impact of such actions. The following practices are significantly and inversely related to educational excellence: mentioning examples of effort toward excellence related to infrastructure, additional activities, and/or discipline.
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