PERUVIAN UNIVERSITY OF THE ANDES

FACULTY OF ADMINISTRATIVE SCIENCES AND

ACCOUNTANTS
PROFESSIONAL CAREER IN ADMINISTRATION AND SYSTEMS

THESIS PROJECT
ORGANIZATIONAL CLIMATE AND ITS RELATIONSHIP WITH

PEDAGOGICAL MANAGEMENT IN THE INSTITUTION

EDUCATIONAL ANGELS OF PICHANAKI
YEAR 2013

Presented by

Bach. Huaman Del Pozo Joel

TO OBTAIN THE PROFESSIONAL DEGREE OF

Bachelor's Degree in Administration and Systems

Huancayo - Peru

2013
 THESIS PROJECT
I. GENERALITIES

1.1. TÍTULO:EL CLIMA ORGANIZACIONAL Y SU RELACIÓN CON LA

PEDAGOGICAL MANAGEMENT IN THE EDUCATIONAL INSTITUTION "LOS
ANGELS OF PICHANAKI THE YEAR 2012.

1.2. AUTHOR: Bach. Huaman Del Pozo Joel

1.3. ADVISOR: Dr. Sanchez Soto Juan Manuel

1.4. TIPO DE INVESTIGACIÓN:Básica.

1.5. LOCATION: The Educational Institution 'Los Ángeles' is located in the

Pichanaki district, on the main road, km. 5.

1.6. DURACION DEL PROYECTO:De Agosto de 2012 a Julio de 2013.

II. RESEARCH PLAN:

2.1. STATEMENT OF THE PROBLEM:

In the international context, according to Donayre (2009), it can be

to appreciate that the issues related to organizational climate are so common,
mainly in educational organizations. While it is true that management
education is present in all educational organizations, the same that
it facilitates the achievement of educational objectives, it is also necessary to have
with the pedagogical aspect and organizational climate.

The present research is framed within one of the functions

essentials of Educational Institutions which is Scientific Research. Today
In today's Organizational Climate, that is to say, the human relationships within the
institutions, is the main focus of experts in management
pedagogical, due to its relation to the multiple aspects of academic life that
It is carried out by the teachers and is the key to the development of the Institution.
Educational.

It is true that in recent years the Educational Institution has improved.

the organizational climate that is allowing for better academic management that is
expresses in the reformulation of a new curriculum that aims towards training

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 integral of the future citizen, which takes into account cognitive aspects,
procedural and attitudinal or values, where greater importance is given to the
practices and workshops, to the active method in the teaching-learning process, is
fosters and cultivates the habit of reading and its understanding and debate and is applied
permanent assessment.

However, despite these advances in strengthening the climate

organizational and academic management, there is still a considerable way to go
excerpt.

Now the pedagogical management can be analyzed through three

Basic components or dimensions: Planning, execution, and evaluation
curricular and the organizational climate of the five dimensions.

Problematic situation:

In the current context, the members of the Educational Institution 'Los

"Angels" from Pichanaki face direct difficulties in their relationships.
humans, organizations, and management; which is manifested in their
disorganization when they make their decisions internally, likewise the
the prevailing environment is authoritarianism, and the treatment among the staff
In most cases, the administrator and the teacher are vertical.

Frente a ello el estudio del clima organizacional es crucial, ya que esta

contributes to overcoming these difficulties that affect the Educational Institution.
Due to this, the following problem is formulated that directs our
research.

2.2. FORMULATION OF THE PROBLEM

a) General Problem:

What relationship exists between organizational climate and pedagogical management

in the Educational Institution "Los Ángeles" in Pichanaki in 2012?

b) Specific problems:

What relationship exists between organizational climate and planning?

pedagogical at the Educational Institution "Los Ángeles" in Pichanaki the year
2012?

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 2. What relationship exists between organizational climate and pedagogical execution in
the Educational Institution "Los Ángeles" of Pichanaki in the year 2012?
3. What is the relationship between organizational climate and pedagogical evaluation?
at the Educational Institution 'Los Ángeles' in Pichanaki in the year 2012?

2.3. JUSTIFICATION

2.3.1. Legal justification:

The following are considered:

a) Political Constitution of Peru of 1993. It prescribes on Basic Education

Regular.

b) The General Education Law No. 28044. In Article 38, it states that
Educational research, promote educational research in
agreement with universities and the Regional Education Directorate.

c) Statute of the Peruvian University of Los Andes.

Regulation of degrees and titles of the Peruvian University of Los Andes.

2.3.2. Theoretical justification:

The research conducted is to understand the existing relationship between

the organizational climate and pedagogical management, which consists of the
planning, organization, execution, evaluation of the actions
academic, and the relationships with the development of culture, science,
technology and art; then improve the organizational climate and management
pedagogical at the Educational Institution "Los Ángeles" in Pichanaki the year
2012, towards quality and academic excellence and accreditation.

In educational institutions, the organizational climate is a factor

determinant in the process of organizational management, administrative,
specifically in pedagogical management, which allows to contribute in a way
systematic the comprehensive training of students in the aspects
cognitive, affective and psychomotor, with adequate results from
learnings.

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 2.3.3. Practical justification:

Thanks to the practical application of scientific research, it is

saying that research has allowed man to discover the truth and the
this correlational research allows to establish the relationship that
there exists a connection between organizational climate and pedagogical management.

2.3.4. Methodological justification:

Thanks to the scientific method, humanity has achieved many

advances, and as a result, man has been solving his problems through
throughout time in all fields of human knowledge. Nowadays the
a healthy organizational climate is a very important factor and
transcendental for educational management, as its success depends on it or
failure; it largely depends on the education of tomorrow's citizen.

2.4. LIMITATIONS:

In the research process, the following limitations will be present:

a) Regarding the present research topic, there are few publications,

restricted access, mainly those investigations
international ones that are found on the internet, which constitutes a factor
limiting to locate the background and propose impact perspectives
with greater scope.

There is limited bibliography regarding organizational climate and management.

pedagogical.

c) Nonexistence of financial support for research, for which the

this work is self-funded.

d) Lack of standardization in the research instruments regarding the

Coefficient of Reliability and Coefficient of Validity according to our
educational context.

2.5. BACKGROUND:

2.5.1. At the international level:

a)Vela, (2007), supported the thesis titled: Reality and alternatives for innovation
in organizational organization and management. A case study; in the

5
 National University of Tucumán Argentina in the Educational Institution of
Philosophy and letters. In this study, the author concludes by stating that the
the problem of low academic performance and dropout constitutes a case
complex of various organizational and teaching factors; the space
careless organizational structure, violated is an obstacle to the activities of
learning-teaching.

b) De La Cruz, (2005); presented the thesis titled: The Management Process

Pedagogical at the career level at the University of Pinar del Río: A
Remodeling in light of the new approaches to university processes;
University of Pinar del Rio Cuba. In this study, the author concludes
stating that the process at the career level has special attention, from
agreement with its characteristics and due to the level of incidence it has the relationships

which establishes with the other curricular levels, therefore its management must
to be continuously perfected to elevate learning and teaching in the
University, contributing to shaping the model of the University of the century
XXI.

2.5.2. At the national level:

a)Álvarez, (2002) conducted the research: The culture and organizational climate
as relevant factors in the effectiveness of the Institute of Ophthalmology.
César Vallejo University - Peru; Type of study prospective, design of the
The research was a non-experimental descriptive-explanatory study.
His main conclusions were:

Starting from the analysis of theories and terms about culture and climate
organizational, it is concluded that both terms are of relevance
importance and practice of all organizations. They will depend on the
effectiveness and productivity of the same.

The organizational culture of the Institute of Ophthalmology is unbalanced,

since the operational or explicit area of the organization does not keep
some coherence with the implicit area of it (beliefs, values), it
what has triggered in the reference groups that make it up,
conformist, impulsive, and self-protective attitudes identified with
through respect for internal rules, guilt when they are broken

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 norms, fear of reprisals, dependence, stereotyped behavior
conceptual confusion, fear of being reprimanded, opportunism and control, among
many others.

b)Carrasco (2002) conducted the following research: Educational Management and

quality of vocational training at the Educational Institution of Education

from UNSACA; at the National University of San Marcos in Lima -
Peru; the study corresponds to the non-experimental cross-sectional design.
correlational. Its main conclusions were:

It has been shown that Organizational Management has a direct relationship with
positive with the Vocational Training that is carried out in the Institution
Educational of Education of UNSACA, 2002. Being the index of
correlation at 68.4%, which means that this correlation is quite high. It
it has been determined that there is a direct relationship between Management

Administrative and the Quality of Vocational Training that is carried out in the
Educational Institution of Education of UNSACA, 2002, being the index
of 81.8% correlation, which means that the relationship is high and positive.
It has been proven that Curriculum Management has a direct relationship and
positive with the quality of professional training that is conducted in the
Educational Institution of Education of UNSACA, 2002, being the index
with a correlation of 71.1%, which means it is a high positive relationship.
Quality of Vocational Training also at a regular level with a
correlation of 71.1%.

As a result of all the research work, we conclude that there exists

a direct relationship between Educational Management and the Quality of Training
Professional at the Educational Institution of Education at UNSACA,
2002, and its correlation index is 73.1% which means that it is a
high direct and positive relationship.

c) Soto, (2006), in his thesis: Educational and Municipal Management for Development
local; at the National University of Education; it says among its conclusions.

The strengthening of the capacity of teachers and local government is

the strategic axes encourage all processes of decentralization
of the state.

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 The survey conducted for both education councilors and students of
master's degree allows us to conclude that one way to contribute to overcoming
the deficiencies in the comprehensive training of municipal authorities and teachers for

that promote local development, are found in the success of the

implementation of training programs in Educational Management and
Municipal at the postgraduate level.

The comprehensive training of authorities and teachers will contribute to improving the

educational quality and local development.

Local governments develop educational experiences in the fields

in which they have competencies and responsibilities: family life, the
environmental care, culture, political participation, life in
the community, etc.; but these experiences require coordination and
articulation with the sector.

d) Lévano, (2005) in his thesis: Factors of Innovative and Traditional Management in

Occupational Education Centers that have an influence on achievement
competencies by students of Clothing Industries in Puente Piedra;
National University of Education; states among its conclusions:

There is a significant difference between the factors of innovative management and

traditional in the Occupational Education centers that have influences
about the achievement of competencies in the female students.

The performance of the administrative and pedagogical technical roles of

The management staff has an influence on the achievement of competencies.
professors and some of the female students demand from the administration a
leadership that allows for greater participation in decisions
fundamentals.

While it was not possible to have an institution that is organized based on its
active agents, such as students, teachers, administrators and the
service personnel; training and education will not be achievable
technique for young people and adults with an entrepreneurial and competitive mindset

within the labor market.

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 e) Ruiz, (2004), in his thesis: The work environment and emotional intelligence in
teachers and administrators of the Enrique National University of Education
Guzmán and Valle; at the National University of Education; arrives at the
following conclusions:

73% indicate that there is no significant difference between a management

authoritarian and democratic management, Therefore:

There is no significant difference between democratic management and a

authoritarian management.

2.6. RESEARCH OBJECTIVES:

2.6.1. Objetivo General:

Determine the relationship that exists between organizational climate and management
pedagogical at the Educational Institution "Los Ángeles" in Pichanaki in 2012.

2.6.2. Specific Objectives:

1. Determine the relationship that exists between organizational climate and the
pedagogical planning at the Educational Institution 'Los Ángeles'
Pichanaki the year 2012.
2. Determine the relationship that exists between organizational climate and execution
pedagogical at the Educational Institution "Los Ángeles" in Pichanaki the year
2012.
3. Determine the relationship between organizational climate and evaluation
pedagogical at the Educational Institution "Los Ángeles" of Pichanaki in the year
2012.

2.7. THEORETICAL BASES

2.7.1. THE ORGANIZATIONAL CLIMATE

[Link]. Definitions

According to Reyes, (2007, p.46)

Organizational Climate is a broad concept that encompasses the ways of

relationships of its actors, the ways in which norms are defined, the
leadership of its executives, the sense of belonging to the Institution, the
active participation of its members, existing communication channels
among its members, human relationships, etc.

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We can express that it is a concept that is related to life.
Organizational.

Thus, organizational climate is configured as a dimension or

basic evaluative scope and is defined as: 'The quality of the global environment'
of an organization.

It is the social integration environment that exists among the members of a

community based on their daily relationships in order to form a force
colectiva que permita conseguir el logro de sus objetivos organizacionales y
based on their commitments and identification with their community.

It is the social integration environment that exists among the members of a

community based on their daily relationships in order to constitute a force
collective that allows achieving the accomplishment of its organizational objectives and

based on their commitments and identification with their community.

It is necessary to: Contribute to the process of comprehensive education of

students:

The development of:

Interpersonal relationships.

Sense of belonging to the school.

Commitment of each community member to their roles and tasks.

Willingness for learning and permanent improvement.

Incentive and recognition policies.

Spaces for reflection.

Permanent practice of evaluation and accountability.

According to Alvarado, (2003, p.56):

Organizational Climate encompasses the totality of perceptions that

describe the level of satisfaction of people in their work environment
that daily work is developed. Corroborating what was mentioned, it
it reaffirms that it is a perception of the person and the environment

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 work environment and consists of the favorable or unfavorable degree of the
work environment for the people who are part of the organization.

According to Ramos, (2007, p.176) "a favorable organizational climate is the

existence of a solid organizational climate, of trust, of professional ethics and
friendship at work. The teaching community must maintain this level
of school coexistence relationships.

According to Pavez, (2001, p.7) "The studies aimed at measuring the climate
organizational, the existence of certain categories or dimensions in a
"Organizations are related to the specific properties of each institution."

It is necessary to clarify that these dimensions are not unique, nor

There is a unique or ideal climate, depending on the characteristics of each entity.
and points out the following dimensions:

[Link]. Dimensions

The existence of some categories or existing dimensions of the climate

organizational in an organization is related to properties inherent to
each one. It is necessary to clarify that these categories are not unique, as
There is no unique or ideal climate; it depends on its own characteristics.
each entity.

-The Communication.-In concrete terms the organization establishes

open, frank, and sincere channels in all directions, that is to say if there is
communication with everyone and for everyone.
-Working Conditions.-Recognition that the institution provides the
economic and/or psychosocial material elements necessary for the
compliance with assigned tasks.
-Work Engagement.-Identification with organizational values and
commitment to the fulfillment and development of the organization.
Self-actualization. - Appreciation of the worker with respect to the
possibilities for the work environment to favor personal development and
professional contingent to the task and with a future perspective.
-Supervision.- Appreciation of the functionality and significance of superiors in
supervision within work activity as a support relationship and
guidance for the tasks that are part of their daily performance

[Link]. Factors that shape Organizational Climate.

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 Regarding the factors of organizational climate, according to the Manual of
Organizations of the Ministry of Education, (2007, p.30) are as follows:

A. La conducta y la organización:

Most of our time, people are participating in

some organization

We are in constant interaction with organizations. We receive the

impact of those with whom we connect and, simultaneously,
we influence their behavior.

A relevant position within the organization increases our

capacity to influence others. This performance can contribute to
what other people have positive or negative experiences. The quality of
Life largely depends on who leads the organization.

B. Individual Differences:

Each person is different from all the others and the experiences that
begin to accumulate. Generally, these differences are substantial, not
insignificant.
C. Perception:

Each person understands reality and sees things differently.

Each worker has a personality, needs, and experiences.

different, but whatever the reasons may be, they tend to act based on their
perceptions.

D. Motivated Conduct:

Normal behavior has certain causes related to the

needs of a person and/or the resulting consequences of their
acts.

Motivation is essential for the operation of organizations

An organization can have technology and equipment of great

quality, but if its staff does not feel motivated to take advantage of them, such

resources will lack usefulness

E. Desire for Involvement:

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 People want to feel satisfied with themselves.

This desire manifests itself in their drive towards personal effectiveness, or the

certainty that one possesses the necessary skills to perform a

task.

Currently, many employees are actively seeking opportunities.

to get involved in important work decisions in order to contribute
with its talent and ideas to the success of the organization

F. Value of people:

People deserve a different treatment than what is given to other factors.

production (land, capital, technology)

They want to be treated with attention, respect, and dignity.

They refuse to continue accepting the old idea of simply being

economic instruments.

They want their skills and abilities to be valued, and to be given the
development opportunity.

G. Social systems:

Organizations are social systems; consequently, their

activities are governed by both social laws and
psychological.

The existence of a social system that the organizational environment is

characterized by dynamic changes rather than a static set of
relationships.

Giving individuals ethical treatment is essential to attract

valuable employees.

To be successful, organizations must treat their stakeholders ethically.

employees

[Link]. Effects of Organizational Climate

According to the Ministry of Education's Organization Manual (2007,

p.32) are the following: "An organizational climate induces effects among the

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people who are within their environment; thus, in an educational community, the
the effects of the organizational climate will depend on:

a) The high or low educational quality of the service provided.

b) The interferences in the development of human relationships.
c) Difficulties in developing the proposed objectives.
Difficulty in achieving the proposed objectives.
e) The shaping of the students' profile.
f) The quality of performance of the members of the Educational Community.

According to Fernández, (2002:212):

Organizational climate refers to those perceptions of the

professionals on organizational behaviors that affect their
performance at work; that is, all those related to the
management processes, whether formal or informal, that influence positively or
negatively on work performance. The elements are left out
of the physical environment, as they are neither caused by behaviors
Organizational changes and their impact on efficiency are proven.

According to Rodríguez (2007, p.179), 'Organizational climate is the

descriptive concept that refers to aspects of working life, diffuse,
intangibles, more experiential than measurable." In other words, it has a global character that

it encompasses multiple internal aspects of the organizational organization that is

"Lived" by all the actors and it impacts positively or negatively on the
institution, therefore it is necessary to infer from the observation of different
components such as:

Interpersonal relationships: It is the way in which they are woven and unwoven.
relationships among its actors. A harmonious organizational climate enhances
healthy personal relationships and these feed back into that environment.
Participation: It is defined as the set of activities through
in which individuals come forward and exert influence over that
a common element that shapes the realm of the public.

The value of the Participation is based on:

Consider the Institution as a construction of free human beings,

that by participating in it, they define the rules that regulate their own behavior
the rights and obligations to which they are subject. Build the
improvement of a democratic regime.
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 Communication promotes organization, a horizontal dialogue and
"sincere" according to Saturnino, (1998, p.124) cited in Management and Research
Educational - Graduate School, UNCP.

[Link]. Organizational Culture

Organizational culture (OC) encompasses the set of behaviors,

values, norms, traditions, (signs, symbols, history), customs, habits
languages, hopeful and shared intentions that are characteristic of the staff of a
entity that distinguishes a group or organization from other entities
similar.

Now then, the elements, brought into the educational field, can be summarized
in the following:

a) The values: That guide the functioning of the entity and that may be
explicito en el Plan Estratégico o los denominados PEI (Proyecto de
organizational education) or in any declaration of ethical principles
value system that members integrate into their lives within the
organization.
b)Beliefs:
About different phenomena or roofs that give life to the
entity, about society, education, quality, profession,
competitiveness, etc.
c)The rituals: that can be given by certain repetitive behaviors,

for example training, admission to the classroom, ceremonies, etc.

d)The tradition: in some cases given by the contribution, or some fact

significant, or for its quality achieved over time, as may have been the case
from the Guadalupe College, or the National University of San Marcos,
that even incorporate tradition as an advertising slogan.
e) The symbols: the metalanguage and certain practices such as the way of dressing,

the decoration of the environments (offices, classrooms) and some behaviors

typical in certain types of meetings.

As can be understood, these components obey a process

historical, as they are formed over time, since culture is not formed nor.
change from one day to the next, which is why once achieved, it should be lasting and
organizational character, whether in a global or partial manner, because it is also
it is evident that in organizations, especially large ones, even in small groups there

15
form and coexist subcultures that in some cases can enter into
contradiction.

Participatory planning processes are those that allow for the

Personally, I got involved out of conviction in the development of actions. So the
organization of the Educational Institution involves:

A coordination of efforts.
The performance of roles.
Have common goals (share objectives).
The integration of the group.

In summary, we reiterate that these elements are included in the march.

organizational, define and identify the entity, are shared by all

members and they are generally pre-conscious, although some of them are explicit.

2.7.2. EDUCATIONAL MANAGEMENT:

What is educational management? According to Senge (2002, p.45);

Educational management is a process aimed at strengthening

Educational Projects of the Institutions, which help to maintain the
institutional autonomy, within the framework of public policies, and that
enrich the pedagogical processes in order to respond to the
local, regional educational needs.

Educational management as a discipline is relatively young; its evolution

data from the seventies in the United Kingdom and the eighties in America
Latin American. Since then, various models have emerged and developed that
they represent ways of conceiving human action, social processes, and the role
of the subjects within them.

As a starting point, it is important to state the concept of management.

educational and establish some differences that are usually made between management and
administration. Although for the theory of administration, since the decade of the
años sesenta, el concepto de gestión ha estado asociado con el término de gerencia
and especially, on how to manage organizations, productive companies and
services, it has not been so for educational institutions.

For some scholars on the subject, management is conceived as the set of

services provided by people within organizations. This means that

16
management acquires a specificity, as it is very important
human labor. Nowadays, there are activities where the machine and the robot
they charge a significant weight in the production process and human labor is considered
less intensive, during and at the end of the process; but in the case of management
In education, the weight of human competencies is the most representative.

The dictionary of the Royal Academy of the Spanish Language presents the
Management is the action and effect of administering. According to this definition,
Management and Administration are not synonymous. This means that they can exist.
administrative practices without management practices. In the practices of
management the fundamental characteristic is the transformation that the subject makes, in this
in the case of the human person.

For other authors, the concept of management is the ability to achieve what
proposed, executing actions and making use of financial technical resources,
humans. Hence, a distinction could be made between the concepts of
management and administration. Where management is the whole and administration is
a part of the whole, has to do with the management and use of resources. Therefore,
for good management it is necessary to have a good management scheme; or
Simply put, good management is fundamental for effective administration.
administration thus becomes not an end in itself, but a support of
constant support that responds to the needs of educational management.

Other authors do not make the distinction between administration and management.

they prefer to identify both terms, as they consider that to manage and to administer
are synonyms. However, the debate becomes important, especially when it
It talks about educational management, because if we accept that the subject and the relationship of this

with the other subjects, it is what transfers specificity to management, and if it is accepted
In education, the subject is the one who carries out actions to transform others.
Subjects; accepting the discussion is advisable.

It is important to clarify that educational management seeks to apply the principles

general management principles that have been present in management theory,
to the specific field of education. The object of educational management as
discipline is the study of the organization of work in the field of education,
therefore, it is influenced by management theories, but also, there are

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other disciplines that have enriched the analysis, such as: the
administration, philosophy, social sciences, psychology, sociology and the
anthropology.

The concept of educational management is closely related to the

conventional concept of administrative management, as an approximation it
Educational management is conceived as the set of
processes of decision-making and execution of actions that allow to carry out
I complete the pedagogical practices, their execution and evaluation.

Now, if we accept that the philosophy of education postulates action

educational, as a dialectical relationship in which a group of subjects intervenes,
executives, teachers, students, and the families of the students, who take
decisions and execute actions, it is also necessary to recognize the similarities and
the differences on the part of this group of actors, as well as, the definition of a
a series of concrete actions that lead the actors to achieve a goal in
common.

But moreover, it must be understood that education is related to the

encargo social en donde, uno de los fines de la gestión educativa deberá
to set out to transform individuals and society.

Regarding this topic, the researcher Sacristán, (1991:74), has written:

The same directive practice must be understood as an educational action in which the
the role of the subject has a fundamental role. The analysis of the action is thus shown.
as a unit of analysis; that is, to understand what happens in the educational world
it has to do with the agents that give it life with their actions. The above highlights the
value of the shares and the subjects that carry them out to understand education as
social process and its possible change.

The management of educational institutions is made up of a group

of people in which teachers and students are involved. For some authors
as in the case of Canton, (1997, pp.13-14);

Management is associated with the actions performed by a group of people.

guided by a leader or manager. This group of subjects carries out a series
of concrete actions aimed at achieving common objectives. Therefore
another condition of educational management practice requires the

18
 recognition of similarities and differences by the
educational collective.

In light of the marked influence that management exerts on the

educational management, the same schools of thought have been transferred
administrative, to educational management. Nowadays, there is a general consensus that
claims that educational management has three major schools: the classical, the
human relations and the behavioral sciences of management.

Now, if educational management aims to intervene in the

administration cycle in the phases of planning, organization, execution
evaluation and control, it is pertinent to reflect on during the planning phase
educational forecasting. This article aims to explain five trends that are
they are being presented in Higher Education of the 21st century, such as;
autonomy, democracy, quality, comprehensive education and the emergence of the
virtual university.

[Link]. Dimensions of educational management

According to Frigerio, (1992, pp.88-89) they are the following:

a. The organizational dimension

The organizational charts.

The distribution of the task.

The division of labor.

The channels of formal communication.

The use of time and spaces.

b. The administrative dimension

The planning of strategies.

Consideration of human and financial resources.

The control of the actions promoted.

The management of information

c. The pedagogical - didactic dimension:

The connections that actors build with teaching models.

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 The teaching modalities.

- El valor otorgado a los saberes.

The evaluation criteria.

Theories of teaching.

d. The community dimension

The demands, requirements, and issues concerning the institutional environment.

- The role of the director should be supported by the pillars of enthusiasm, effort, the
knowledge, listening, commitment to the team, summarizing
in a hierarchical task of the profession in a "wanting to do and knowing how to do"...

[Link]. The pedagogical management

a. Definition:

What is pedagogical management? According to Mantilla, (2000, p.19)

Promotes the learning of students, teachers, and the community

educational as a whole, through the creation of a community of
learning where educational institutions are recognized as a
a group of people in continuous interaction who have the responsibility
the permanent improvement of students' learning, with the
to fully train them to be members of a society. Everything
this helps improve their quality of life and prepare them for their life in the
labor world.

b. Functions:

Pedagogical management has the responsibility to plan, organize

direct, coordinate and evaluate the pedagogical actions and those related to
development of culture, science, technology, sports, and recreation in the
respective scope. Specifically, their functions are:

o Disseminate, guide, and supervise the implementation of policy and regulations

educational university in the area of pedagogical management, as well as
evaluate their results.

o Design, execute, and evaluate the Institutional Educational Project, the

programs for the development of culture, science and technology and the program of
20
 development of sports and recreation in accordance with educational policy
from the university.

o Diversifying curricula based on social demands.

needs and interests of the students.

o Issue complementary regulations regarding pedagogical management for the

improvement of educational service.

Promote the development and use of educational materials that respond to the
needs and demands of the context.

Execute programs for updating and continuous training of personnel

Executive, teacher, and administrative.

Develop and adopt new communication and information technologies

to strengthen the university system with an intersectoral orientation.

Formulate and execute research programs and projects,

pedagogical experimentation and innovation and evaluate its impact on the
community.

Periodically and systematically evaluate the achievements attained in

educational material and support the actions of evaluation and measurement that

it develops the National Assembly of Rectors and the Ministry of Education,

as well as contributing to the development of the accreditation policy and
certification of educational quality in the scope of its competence.

Promote actions for the evaluation and measurement of educational quality.

Encourage the creation and implementation of educational resource centers and

technological tools that support the learning process.

Promote and disseminate cultural manifestations and enhance the

artistic and cultural institutions of the locality, in coordination with the
Local Governments.

Protect, conserve, and promote in coordination with local governments and

the corresponding bodies, the local cultural heritage.

21
 Formulate educational development projects to attract resources from
technical and financial cooperation of the local, regional, national, and
international.

2.7.3. Definition of basic terms

Culture: It is the set of distinctive, spiritual and material traits.
intellectual and emotional characteristics that define a society or a social group.
It also encompasses the arts and letters, ways of life, and rights.
fundamentals of the human being, value systems, traditions and
beliefs.
[Link]: Process of comprehensive development of the individual that takes place at
throughout life and aims for its greatest personal fulfillment in the planes
intellectual, spiritual, moral, affective, physical, etc. Education is not only the
duty to transmit knowledge, practical skills, values, norms and
other elements of the cultures to which the individual belongs but also that of
promote their personal development, their creativity and their ability to
enrich such cultures.
3. Evaluation: It is the constant, systematic process through which one can
appreciate the student's level of development, of the modifications that are
they are produced in this as a consequence of the educational process, of the interaction
of the same with its natural and social environment. To evaluate is also to make judgments

valid regarding the learning that the student is achieving in the process.
4. Infrastructure: Physical and material construction that enables development
various academic, cultural activities.
5. Implementation: It is the process of acquiring all the materials,
teams, human resources, etc. to implement everything planned.
6. Legislation: It is understood as such, according to the definition of the Academy of the

Language, like the set or body of laws by which a

State or a specific matter, and also the science of laws.
[Link]: It is the translation of the objectives, the priorities of educational policy.
in quantitative and qualitative results of educational services to
obtain on defined terms.
8. Sample: It is a subset of elements from a certain
set, from which information is extracted that is expected to account for the

22
 characteristics of the origin set. The representative sample is the one that
due to the selection process employed (mostly linked to chance) it
wait for it to be indicative of the source set, that is, that the
information extracted from the sample is applicable to the entire set to which
the sample belongs.
9. Educational levels: They are the educational stages of the system, corresponding to
the various phases of personal development of the learners. The levels
There are four educational levels: initial, primary, secondary, and higher.
10. Organization: It is one of the management processes and consists of ordering,
distribute, properly dose all elements, processes and factors of the
educational system.
[Link] staff: It is the group of qualified individuals who
they perform an administrative task or a proposed service; it does not replace the
the work of a teacher or manager.
12. Strategic planning: It is the management process where the analysis is carried out.
SWOT, the strategic plan is developed, the vision and mission of the
educational institution.

23
2.8. HYPOTHESIS

2.8.1. General hypothesis

There is a direct and significant relationship between organizational climate and the
pedagogical management at the Educational Institution 'Los Ángeles' in Pichanaki in the year

2012.

2.8.2. Specific hypotheses:

1. There is a direct and significant relationship between organizational climate and

the pedagogical planning at the Educational Institution 'Los Ángeles'
Pichanaki in the year 2012.
There is a direct and significant relationship between organizational climate and
the pedagogical execution at the Educational Institution 'Los Ángeles'
Pichanaki the year 2012.
3. There is a direct and significant relationship between organizational climate and
the pedagogical evaluation at the Educational Institution 'Los Ángeles' of
Pichanaki the year 2012.

2.10. VARIABLES:

2.10.1. Conceptual Definition:

a) Variable 1: Organizational Climate. It is the perception that individuals have of the

workers regarding their work environment and based on aspects

linked as possibilities for personal fulfillment, involvement with the
assigned task, supervision that receives access to the information related to
his work in coordination with his other colleagues and working conditions
that facilitate their task. Sánchez, (2006).
b) Variable 2: Pedagogical Management. It is the set of actions and
curricular procedures for planning, development of the processes of
teaching, learning and curricular assessment, academic organization and everything
what corresponds to the function of the educator. Oncoy, (2000).

24
 2.10.2. Operational Definition:

NAME
TYPE OF FROM THE
SCALE
DIMENSIONS INDICATORS INSTRUMENT
VARIABLE EVALUATIVE
VARIABLE
1.1. Assertive communication Questionnaire Always
Almost always
1.2. Empathic communication of the survey
Communication 1.3. Knowing how to listen
3. Sometimes
Almost never
1.4. Healthy communication Never
2.1. Treatment with dignity Questionnaire Always
Almost always
2.2. Cooperation relationship of the survey Sometimes
2. Conditions 2.3. cooperation Almost never
labor 2.4. Good relationships Never
2.5. Good academic relationships
2.6. Practice of values
3.1. Initiative and integration Questionnaire Always
Almost always
3. 3.2. Involvement of the survey Sometimes
Involvement 3.3. Identification with the Institution Almost never
labor Educational Never
3.4. Solidarity
4.1. Commitment to Improvement Questionnaire Always
Almost always
4. 4.2. Proactive Teachers of the survey 3. Sometimes
Self-realization 4.3. The regulations Almost never
4.4. The stimuli Never
5.1. Healthy Supervision Questionnaire Always
Almost always
5.2. supervision strategies of survey
5. Supervision 3. Sometimes
Almost never
Never
1.1. Curriculum Diversification Questionnaire Always
Almost always
1.2. Institutional curricular project of survey Sometimes
1.3. Preparation of matrix Almost never
1. Planning 1.4. Educational materials Never
pedagogical 1.5. Educational diagnosis
1.6. characteristics of students
1.7. Select the guidelines of
national and regional policy
2.1. The effectiveness of management Questionnaire Always
Almost always
2.2. Develop creativity of the survey Sometimes
2.3. Pedagogical Innovation Almost never
2.4. Participation of teachers Never
2. Execution
2.5. Management Improvement
pedagogical
[Link] of the teacher
2.7 Overtime
2.8 Teacher training
2.9. Positivist teaching
3.1. The ethical principles Questionnaire Always
Almost always
3.2. Self-assessment of the survey 3. A veces
3. Evaluation 3.3. The comprehensive evaluation Almost never
pedagogical 3.4. La evaluación del silabo. Never

Source: Own elaboration.

25
III. METHODOLOGY:

3.1. Type of study:

According to Oseda, (2008, p.117), "The type of study of the present research
it is applied because it pursues direct and immediate application purposes. It seeks the
application about a circumstantial reality before the development of theories.
This research seeks to understand in order to do and to act.

3.2. Study design:

The research design is non-experimental. According to Oseda, (2008,

p.82)

The non-experimental design or ex post facto design is those designs

where the independent variables are not deliberately manipulated.
With these designs, research is conducted where the subjects,
phenomena and processes are studied as they occur and therefore only are
they can tell that something is the cause of something else, if this is observable after that

it happened, as it is called EX POST FACTO (after that

It happened). In this type of design, the researcher does not introduce any
experimental variable in the situation you want to study.

According to Sánchez, (1998, p.79), 'The descriptive-correlational research,

it focuses on determining the degree of relationship existing between two or more
variables of interest in the same sample of subjects or the degree of relationship
existing between two observed phenomena or events.

The scheme is as follows:

O1

M r

O2

Where:
M = Muestra
O1= Observation of variable 1.
O2Observation of variable 2.
r = Correlation between these variables.

26
3.3. Population and sample

a) The population:

According to Oseda, (2009), p. The population is the group of individuals

that share at least one characteristic, whether it is a common citizenship, the
quality of being members of a voluntary association or a race, the registration in
the same university, or similar ones.

In the case of our research, the population will be composed of

175 subjects, including executives, teachers, and administrative staff in the Institution.

Educational 'Los Ángeles' of Pichanaki.

b) Sample:

The same Oseda (2009, p.122) mentions that:

The sample is a small part of the population or a subset of it.

which nevertheless possesses the main characteristics of that. This is the
main property of the sample (to have the main characteristics of the
population) that makes it possible for the researcher, who works with the
sample, generalize your results to the population.

The sampling will be probabilistic, consisting of 120 subjects among

directors, teachers, and administrative staff of the Educational Institution 'Los Ángeles'
Pichanaki the year 2012; which was determined with the formula of the Limit Theorem.
Central:

3.4. Research Method

a) General Methods:

In the present research, the Quantitative Method has been used.

the present according to Fernández, (2005, p.63):

27
 The quantitative researcher is concerned with the results, while
the qualitative focuses on the results but considers them a basis for a
second study. The quantitative is conclusive and strange to the subjects and
it is grounded in Positivism and Logical Empiricism.

On the other hand, the scientific method was also used. According to
Ander, (1984, p.124) "The scientific method comprises a set of norms.
that regulate the process of any research that deserves to be qualified
as a scientist.

b) Specific Methods:

The Descriptive Method. According to Oseda, (2008, p.118) 'The Method

descriptive primarily focuses on describing some characteristics

fundamentals of homogeneous sets of phenomena, using criteria
systematic to highlight the essential elements of its nature. Characterizes
a phenomenon or a specific situation indicating its distinguishing features.

The statistical method. According to Ary and others (1993, p.76) 'The methods
statisticians describe the data and characteristics of the population or phenomenon in
study. This level of research answers the questions: who, what, where,
when and how.

3.5. Data collection techniques and instruments

Techniques Instruments Data to observe

Signing Bibliographic records, theoretical conceptual framework, collect and
summary, transcription detect the largest amount of information
and summary. related with the work of
research.
Survey Questionnaire From the description of climate levels
survey about the organizational structure at the I.E. 'Los Ángeles'
organizational climate from Pichanaki.
Survey Questionnaire From the description of the levels of management
survey on pedagogy at I.E. 'Los Ángeles'
pedagogical management. Pichanaki.

28
3.6. Data analysis method:

The SPSS program v.20 will be used to calculate the following statistics:

Measures of Central Tendency:

Arithmetic mean:
.

Median: .

Fashion: ).

Measures of Dispersion:

The variance:

Mean Deviation:

Coefficient of variability:

Q
Kurtosis: K
P90P 10

Pearson's r:

3.7. Administrative aspects:

3.7.1. Human Resources:

The researcher.

The advisor.

The authorities of the UPLA main campus.

The authorities of the I.E. 'Los Ángeles' of Pichanaki.

29
 The teaching and administrative staff of the I.E. 'Los Ángeles' of Pichanaki.

3.7.2. Budget:

a) Personnel with direct participation in the research

Cost
Name of
Participation Activity Hours per hour Total Financier
Researcher
$
Sandra Luisa Cori Definition of the Problem, objectives, 50 10.00 500.00 Self-financed
Orihuela hypothesis and justification.
Sandra Luisa Cori Definition of the methodology, 50 10.00 500.00 Self-financed
Orihuela elaboration of materials and methods
of research and/or collection of
data.
Sandra Luisa Cori Content Analysis. 100 10.00 2000.00 Self-financed
Orihuela
Sandra Luisa Cori Preparation of the final report. 100 10.00 2000.00 Self-financed
Orihuela
TOTAL 5,000.00

b) Capital goods: No research is required.

Characterization of the Purpose of Use Units Valor Total Financier
good Unit
Computer Typing of the planning and Unit 3500.00 3500.00 Self-financed
Pentium IV project execution.
Printer Printing of the jobs Unit 350.00 350.00 Self-financed
(Investment Project of Inv.)
Mimeograph Printing of the instruments. Unit 200.00 200.00 Self-financed
Multimedia Instrument trials Unit 300.00 300.00 Self-financed
TOTAL 4350.00

c) Payment for Services

Recipient Type of service that Units Value Total Financier
the payment will provide Unit
Sandra Luisa Cori Mobility: 50 trips 1.00 50.00 Self-financed
Orihuela - Local. 8 trips 30.00 240.00
- Land passage round trip
return.
Sandra Luisa Cori Travel expenses: 1 person 100.00 100.00 Self-financed
Orihuela
Sandra Luisa Cori Advisors 2 people 3,000.00 3000.00 Self-financed
Orihuela
TOTAL 3 390.00

d) Inputs for research

Input Purpose Units Value Total Financier
Unity
CD-ROM Archive 1 Box 20.00 20.00 Self-financed
Electric Energy Operation of Unit 30.00 30.00 Self-funded
teams
Phone Consultas 20 hours 1.00 20.00 Self-financed
Internet Queries 50 hours 1.00 50.00 Self-financed
TOTAL 120.00

30
 e) Economic summary
ITEM AMOUNT FINANCIER
TOTAL 1% 2% 3%
Payment to persons 5 000.00 Sandra Luisa Cori Orihuela
Capital goods 4 350.00 Sandra Luisa Cori Orihuela
Payments for services 3 390.00 Sandra Luisa Cori Orihuela
Supplies 120.00 Sandra Luisa Cori Orihuela
TOTAL 12,860.00 Sandra Luisa Cori Orihuela

3.7.3. Cronograma:

2012
ACTIVIDAD
M A M JJ A S O N D
1. Determine and state the Problem X X
2. Preparation and approval of the Plan X
3. Collection of information from bibliographic sources X X X X
4. Development of the Instrument. X
5. Application of the Instrument. X
6. Tabulation of statistical data. X
7. Processing of statistical data. X
8. Hypothesis testing. X
9. Discussion of results X
10. Presentation of the research work X
11. Justification of the research X X

31
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Daniel, W. (1990) Statistics with Applications to Social Sciences and Education.

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Delclaux, S. (2000) Cognitive Psychology and Information Processing. Madrid:

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Hayman, S. (1999)Como desarrollar autoestima en los niños y adolescente. España:

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Hernández, C. A. (1999) Approaches to the Discussion on the Profile of the Teacher. II
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Colombia: Mc Graw Hill.

Hernández, R., Fernández, C. and Baptista, P. (2010) Research Methodology.

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Kerlinger, F. (2002) Research of Behavior. (3rd Ed.). Mexico: Ed. Mc

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Messina, G. (2000) Panel of experts 'Teacher training for education'

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Ministry of Education (2007) Manual of Organizations and Functions. Lima - Peru:

Phoenix Edition.

Ministry of Education (2008) Regional Educational Project. Huancayo - Peru: Ed.

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Oseda, D. (2004) Descriptive and inferential statistics. (3rd Ed.) Huancayo - Peru:
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JC

35
ANNEXES

36
 ANNEX No. 01: CONSISTENCY MATRIX
TENTATIVE TITLE: ORGANIZATIONAL CLIMATE AND ITS RELATIONSHIP WITH PEDAGOGICAL MANAGEMENT IN THE
EDUCATIONAL INSTITUTION '30124 SAN FRANCISCO DE ASIS' OF HUNCAYO IN THE YEAR 2013.
HYPOTHESIS AND
PROBLEM OBJECTIVES THEORETICAL FRAMEWORK METHODOLOGY
VARIABLE:
General: General: Background: General hypothesis: Type: Basic.
What relationship exists between the Determining - Alvarez, S. (2002). "The
the Exists a relationshipLevel: Correlational.
organizational climate and the management relationship that exists culture and climate direct and significant
organizational how between the Research design:
pedagogical in the Institution among the climate climate Descriptive - correlational
Educational "30124 SAN organizational and relevant
the factors in the organizational y the
effectiveness of the Institute of
FRANCISCO DE ASIS - pedagogical management pedagogical management in the
Huancayo in the year 2013? Ophthalmology.
in the Institution Institution "30124 SAN
Educational "30124 " César University Francis of Assisi
Specific Vallejo- Trujillo.
SAN FRANCISCO from Huancayo the year
What relationship exists between the DE ASIS Carrasco S. (2002) 2013.
organizational climate and the Huancayo the year Educational Management and
training quality Specific hypotheses:
pedagogical planning in 2013
the Educational Institution professional in the There is a relationship POPULATION AND SAMPLE
Specifics: Educational Institution of
30124 SAN FRANCISCO direct y Population: The 175 subjects of
DE ASIS from Huancayo 1. Determine the Education of the significant between the the I.E. Los Ángeles
year 2013? relationship that UNSACA - Lima. organizational climate Pichanaki.
2. What relationship exists between the exists between the Soto, Á. F. (2006) and the planning
Educational Management and SAMPLE: Probabilistic,
organizational climate and the climate pedagogical in the
Municipal for your composed of the same 120
pedagogical execution in the organizational Institution
local development. Lima. subjects of the I.E. Los Ángeles
Institution Educational y the Educational '30124
Lévano, T. .activity from Pichanaki.
30124 SAN FRANCISCO planning SAN FRANCISCO
DE ASIS from Huancayo the pedagogical in (2005) "Factors of OF ASIS TECHNIQUES OR
Innovative Management and INSTRUMENTS OF
year 2013 the Institution Huancayo the year
3. What relationship exists between the Educational Traditional in Centers 2013 COLLECTION OF
organizational climate and the 30124 SAN of Education There is a relationship DATA
educational evaluation in the FRANCISCO Occupational they have direct y
influence on achievement of The documentaries, (the files
Institution Educational OF ASIS significant between the
37
 competencies by
30124 SAN FRANCISCO Huancayo the organizational climate bibliographic, summary, of
students of Industries
OF ASIS" from Huancayo the year 2013 y the execution paragraph)
Dressed in Bridge
year 2013 2. Determine the pedagogical management The undocumented (the
relationship that Stone. Lima.
Theoretical foundations:
in the Institution surveys, interviews
exists between the Educational "30124 observation).
climate Climate organizations SAN FRANCISCO
Definition STATISTICAL TECHNIQUES
organizational FROM ASIS DATA ANALYSIS
and the execution Dimensions Huancayo the year
pedagogical in Importance. 2013 The TDF and its graphics of
Educational management. histograms
the Institution There is a relationship
Pedagogical management. The 'r' of Pearson.
Educational direct y
30124 SAN significant among the
Francisco organizational climate
OF ASIS y the evaluation
Huancayo the pedagogical in the
year 2013. Institution
3. Determine the Educational "30124
relationship that SAN FRANCISCO
exists between the DE ASIS
climate Huancayo the year
organizational 2013
y the VARIABLES:
evaluation
pedagogical in Variable 1: El clima
the Institution organizational.
Educational Variable 2: La Gestión
30124 SAN Pedagogical.
FRANCISCO
DE ASIS
Huancayo the
year 2013.

38
 ANNEX No. 02: OPERATIONALIZATION OF VARIABLES

TYPE OF NAME OF
DIMENSIONS INDICATORS ITEMS OR QUESTIONS
VARIABLE THE VARIABLE
1.1. Assertive communication 1. Do the director, coordinators, and teachers maintain communication?
1.2. Empathetic Communication assertive?
1.3. Knowing how to listen 2. Is there empathetic communication within the Educational Institution?
1.4. Healthy communication and healthy?
3. Do the academic and administrative authorities know how to listen and resolve
problems?
Do teachers maintain a healthy communication with students?
in the classroom?

2.1. Treating with dignity 5. Do the teachers of the Educational Institution receive treatment with respect and
2.2. Cooperation relationship dignity?
2.3. cooperation 6. Do the teachers of the Educational Institution maintain relationships of
2.4. Good relationships reciprocal cooperation?
[Link] relationships 7. Do the teachers of the Educational Institution maintain human relations?
academic healthy?
2.6. Practice of values 8. Do executives and managers practice fair and respectful treatment with the
staff of the Educational Institution?
9. Do the teachers of the Educational Institution promote good relationships?
academic?
10. Do the executives, teachers, and administrative staff practice the values?
social and labor?

39
3.1. Initiative and integration 11. Do the teachers of the Educational Institution demonstrate an attitude of
3.2. Involvement initiative and integration?
3.3. Identification with the 12. Do the teachers of the Educational Institution get involved in planning?
Educational Institution of pedagogical management?
3.4. Solidarity 13. Are the teachers and the administrative staff identified with the success of
the Educational Institution?
14. Do the teachers and administrative staff of the Educational Institution promote
solidarity and mutual support?

40
4.1. Commitment of 15. Are the teachers committed to improvement?
improvement pedagogical management?
[Link] Teachers 16. Are the teachers of the Educational Institution proactive in
4.3. The regulation their educational work?
4.4. The stimuli 17. Are managers, hierarchical staff, and teachers fulfilling the
contents of the established regulation?
18. Does the Educational Institution promote a policy of
Do you encourage your outstanding teachers?

5.1. Healthy supervision 19. Does the supervisor of the Educational Institution manage relationships
5.2. strategies of healthy during academic monitoring?
supervision 20. Do the managers, teachers, and administrative staff manage
self-control of your emotions?

41
1.1. Diversification 21. Do teachers diversify and contextualize appropriately?
curricular the educational programs?
1.2. Curriculum project 22. Do the administrators and teachers prepare the curricular project?
institutional diversified from the Educational Institution?
1.3. Development of matrix of
23. Do the teachers develop the evaluation matrix?
evaluation
1.4. Educational materials
students' learning?
1.5. Educational Diagnosis
24. Does the Educational Institution implement with means-
1.6. characteristics of updated educational materials and technologies?
students 25. Do the authorities and teachers conduct assessments of the
1.7. Select the academic situation?
policy guidelines 26. Do teachers consider the...
national and regional characteristics of students?
27. Do teachers select the policy guidelines?
national and regional?

42
2.1. The effectiveness of management
28. Do teachers develop pedagogical management with
2.2. Develops the efficiency and effectiveness?
creativity 29 Do teachers promote in students the ability
2.3. Pedagogical Innovation critical and creative?
[Link] of the
30. Do teachers formulate and execute innovation tasks?
teachers
2.5. Management Improvement
pedagogical?
[Link]'s role 31. Do teachers participate actively in the competitions?
2.7 Overtime scheduled academics?
2.8 Teacher training 32. Does the director promote the improvement of quality?
2.9. Positivist teaching pedagogical management?
33. Do the teachers of the Educational Institution comply on their own?
same job functions?
34 Do teachers exceed the pedagogical work hours without
wait for compensation?
35. Is there use and abuse of positive teaching of the
students?
36. Do teachers receive ongoing training in new
pedagogical approaches?

43
3.1. Ethical Principles 37. Do teachers carry out their academic tasks?
3.2. Self-assessment framed within ethical principles?
3.3. The comprehensive evaluation 38. Does the Educational Institution carry out self-assessment?
3. 4. The evaluation of educational for accreditation?
syllabus.
Do the teachers apply a permanent and comprehensive evaluation?
of the students?
40. Does the academic committee use pedagogical criteria in the
evaluation of the curriculum programming?

44
 ANNEX No. 03

QUESTIONNAIRE ABOUT ORGANIZATIONAL CLIMATE AND THE

PEDAGOGICAL MANAGEMENT
CONDITION CODE DATE

INSTRUCTIONS: Below we present 40 statements, we ask you to express your opinion on them.
personal opinion, considering that there are no correct or incorrect answers, marking with an X on the sheet
of responses the one that best expresses your point of view, according to the following code.

Totally in 2.-In disagreement Neither agree nor in 4.-Agreed 5.- Totally from
disagreement disagreement agreement
PART I: ORGANIZATIONAL CLIMATE
Scores
No. ITEMS
1 2 3 4 5
1 Do the Director, coordinators, and teachers maintain assertive communication?
2 Is there empathetic and healthy communication within the Educational Institution?
3 Do the academic and administrative authorities know how to listen and solve problems?
4 Do teachers maintain healthy communication with students in the classroom?
5 Do the teachers of the Educational Institution receive treatment with respect and dignity?
6 Do the teachers at the Educational Institution maintain cooperative relationships?
reciprocal?
7 Do the teachers of the Educational Institution maintain healthy human relationships?
8 Do the executives and managers treat the staff fairly and respectfully?
Educational Institution?
9 Do the teachers at the Educational Institution promote good academic relationships?
10 Do the managers, teachers, and administrative staff practice social and labor values?
11 Do the teachers of the Educational Institution demonstrate an attitude of initiative and
integration?
12 The educators of the Educational Institution are involved in management planning.
pedagogical?
13 Teachers and administrative staff are identified with the success of the Institution.
Educational?
14 Do the teachers and administrative staff of the Educational Institution promote solidarity and
mutual support?
15 Are the teachers committed to the improvement of pedagogical management?
16 Are the teachers of the Educational Institution proactive in their educational tasks?
17 Executives, hierarchies, and teachers comply with the contents of the regulation.
established?
18 Does the Educational Institution promote a policy of incentives for its outstanding teachers?
19 Does the supervisor of the Educational Institution manage healthy relationships during the
academic monitoring?
20 Do the executives, teachers, and administrative staff manage self-control of their emotions?
 PART II: PEDAGOGICAL MANAGEMENT
Scores
No. ITEMS
1 2 3 4 5
1 Do teachers adequately diversify and contextualize educational programs?
2 The administrators and teachers develop the diversified curricular project of the Institution.
Educational?
3 Do teachers create the student learning assessment matrix?
4 The Educational Institution implements educational materials and technological means.
updated?
5 Do the authorities and teachers diagnose the academic situation?
6 Do teachers consider the characteristics of the curriculum planning?
students?
7 Do teachers select the guidelines of national and regional policy?
8 Do teachers develop pedagogical management efficiently and effectively?
9 Do teachers promote critical and creative thinking skills in students?
10 Do teachers formulate and execute pedagogical innovation tasks?
11 Do teachers actively participate in the scheduled academic competitions?
12 Does the Director promote the improvement of the quality of pedagogical management?
13 Do the teachers of the Educational Institution carry out their functions on their own?
labor issues?
14 Do teachers exceed their teaching hours without expecting compensation?
15 Is there use and abuse of positive teaching of students?
16 Do teachers receive ongoing training in new pedagogical approaches?
17 Do teachers carry out their academic duties framed within ethical principles?
18 Does the Educational Institution carry out educational self-evaluation for accreditation?
19 Do teachers apply a permanent and comprehensive assessment of the students?
20 Does the academic committee use pedagogical criteria in the evaluation of the
curricular programming?

Thank you very much for your collaboration.

dosedag@[Link]