Evaluation of teaching management and educational practices in Secondary and Vocational Training

Introduction: The analysis of teaching-learning processes highlights the role of classroom management and methodological strategies, from the consideration of teaching practices in the classroom. In this paper we focus on the teacher’s perception in relation to their performance considering their real and ideal practice, with a sample of 157 middle school teachers. Teachers of Secondary Education (Secondary Education, Vocational Training and Upper Intermediate School) participate.
Method: a descriptive approach has been carried out through an ad-hoc questionnaire, using ANOVA and defining factors of teaching performance, which allows obtaining quantitative and qualitative data.
Results: the results show the perception of teaching management and educational practices focusing on the performance of students, bearing in mind differences based on variables such as age, gender, grade and subject in which teaching is provided, psych pedagogical training and the experience.
Conclusions: the type of problems manifested by teachers focuses on the motivation, self-concept and disposition of students towards learning, insisting on reactive strategies in their attention. Modifications are suggested that must be considered within the teacher’s competence repertoire, assuming the influence of various factors that are involved in the classroom and in proposing alternatives to improve the teaching-learning process.