Abstract
The research aims to determine the relationship between virtual pedagogical accompaniment and job performance in teachers at UGEL Yungay, 2021. From a methodological aspect, it was based on the quantitative approach with a correlational descriptive type with non-experimental field design. The correlational value having significance at 0.321 articulates that there is a low positive correlation, being that H1 is checked and H0 is rejected. Therefore, training and improvement in digital skills cannot be underestimated, since it is about the education of the present and future, it being considerable that the greater investment there is for the strengthening of the teacher, technological resources, the possibility of having with a higher quality and accessible education, where everyone is integrated in order to promote inclusion.
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