Educational Management Strategies in Rural Institutions of Ecuador

Estrategias de Gestión Educativa en Instituciones Rurales del Ecuador

Abstract

The institutional climate in rural schools of Ecuador is a determining factor for teacher performance and educational quality; however, management weaknesses persist that affect labor relations and collaborative work. The objective of this research was to determine the impact of educational management strategies on the improvement of institutional climate among teachers at a rural Ecuadorian school. A quantitative approach with a non experimental descriptive design was employed. The sample consisted of 20 teachers selected through intentional non-probabilistic sampling. A 15 item questionnaire was applied to evaluate three dimensions: organizational communication, pedagogical leadership, and teacher participation. Results showed that organizational communication obtained the highest rating (80% high level; M = 2,70), followed by teacher participation (70%; M = 2,50) and pedagogical leadership (60%; M = 2,50). Weaknesses were identified in the promotion of pedagogical innovation and in the recognition of teaching work. It is concluded that educational management strategies have a positive impact on institutional climate, with effective communication being the most influential factor in rural contexts.