Abstract
The objective of the research was to analyze the profile of the public manager in Peru. Methodology: Qualitative approach, case study. The population consisted of 6 participants who are public managers in the education sector from different hierarchical levels, who agreed to participate voluntarily. An interview with in-depth open-ended questions was conducted. The results: the participants expressed that the public manager leader who manages must maintain communication and consensus with argumentation, reflecting on work performance to achieve objectives and efficiency. Likewise, most managers indicated that they are not evaluated through performance evaluation instruments or rubrics. However, what is perceived periodically is that the fulfillment of commitments and goals to be achieved annually is evaluated. On the other hand, they share the idea that feedback is important to identify and solve some work situations that limit management. It is concluded that the profile of public managers of high pedagogical positions in the educational sector lacks an evaluation with validated instruments. In view of this situation, it is necessary to socialize the evaluation rubrics with the managers. It should be noted that, in practice, it is perceived that job performance is being evaluated by goals and objectives. Pedagogical specialists maintain the need to strengthen general competencies in the labor field, not only at the beginning of their entry and at the end of their appointment, but to do so continuously, with emphasis on sustaining a highly competent management that raises the quality of the services provided in the educational sector.
Highlights
Education is a priority in the global development agenda, being a fundamental aspect for the development of a country (World Bank, 2018)
The UGEL pedagogical managers indicated, "We are the ones who evaluate each activity we develop, we fulfill the Annual Work Plan (PAT) with various actions that are budgeted or not, as well as we prepare a report and establish new goals to achieve year." "We carry out a co-evaluation as a team at the end of the year based on the goals established for each of the actions that we have outlined, giving us feedback as a team based on the weaknesses that were located for year's improvement" (GU1, GU2)
The study showed that the professional profile of the public manager in the education sector requires ongoing evaluation and feedback to strengthen educational management skills during the exercise of their performance, this action is efficient representation, but, to achieve the objectives, management skills that strengthen the organization, teamwork, empowerment and empathy are needed
Summary
Education is a priority in the global development agenda, being a fundamental aspect for the development of a country (World Bank, 2018). The package of objectives, selections and movements that includes a country that allows it to remedy social problems (Robles, 2013). In this sense, some studies express that the training process of public servants in education, lack skills in educational management in competencies, skills and attitudes to raise the effectiveness and efficiency of the services provided in public management (Gomez and Arango, 2012). The public manager is a leader who has the pedagogical and management tools and experiences to meet the requirements of the educational model in force in a country
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