Teachers’ perceptions of school leaders’ pedagogical leadership and competency-based approach implementation in Puno

Abstract

This research analyzes teachers' perceptions of educational leadership in educational institutions in the Puno region, focusing on four fundamental dimensions: strategic alignment, professional development, organizational climate, and competency-based curricular approach. Through a descriptive non-experimental design, a structured questionnaire was applied to 202 teachers from early childhood, primary, and secondary levels, distributed across the 13 provinces of the region. Results reveal predominantly favorable perceptions regarding strategic alignment with the institutional mission (77.08%), while significant gaps are identified in teacher professional development (39.73% unfavorable) and equity in leadership treatment (41.58% unfavorable). There is a downward evaluative gradient from theoretical knowledge of the competency-based approach (73.77% favorable) toward its practical implementation (66.34% favorable). Analysis by sociodemographic variables shows differentiated patterns according to professional experience and educational level, with more positive assessments among teachers with greater experience and at the early childhood level. Findings suggest the need to strengthen leadership capacities in teacher feedback, equitable management, and operationalization of the competency-based approach through training programs contextualized to the specific characteristics of each educational institution.