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Factors that influence the performance of Chilean kindergarten teachers

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No. 15 (2025): Julio-diciembre
https://doi.org/10.5354/2452-5014.2025.79853
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Abstract

This article reports on a study that analyzes the factors affecting teacher performance from the perspective of a group of early childhood educators in Chile. The study's methodology is quantitative, descriptive, and cross-sectional (Hernández et al., 2006). The study applies a Likert-type instrument with closed-ended questions to 149 participants. The results indicate different perceptions regarding institutional, personal, and socioenvironmental factors that influence classroom performance. Institutional factors are the least valued: lack of material resources, poor salary-to-work ratio, and workload are identified as the factors that most negatively influence teaching. In contrast, the interviewees' reported positive relationship with their students, their willingness to help each other, and the satisfaction they derive from their profession were the most positive factors.

Keywords:

teaching , early childhood education , teaching performance , work experience
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How to Cite
Concha-Díaz, V. ., & Guamán, B. (2025). Factors that influence the performance of Chilean kindergarten teachers. Revista Saberes Educativos, (15), 1–27. https://doi.org/10.5354/2452-5014.2025.79853
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Revista Saberes Educativos
Facultad de Filosofía y Humanidades
Universidad de Chile
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