Publication: Valor público en la gestión de instituciones educativas públicas: estrategias para el fortalecimiento de la calidad del servicio educativo
Authors
Palacios Meléndez, José G. ; Torres Paredes, M. de los Ángeles ; Ponce Chalén, Verónica C.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.694511
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info:eu-repo/semantics/article
Description
Abstract
El estudio examinó cómo la gestión educativa influye en la generación de valor público en instituciones educativas públicas, con el propósito de identificar las prácticas de gestión que fortalecen la calidad del servicio, comparar percepciones según variables sociodemográficas y proponer lineamientos estratégicos orientados a la creación de valor público. Se aplicó un enfoque cuantitativo con un diseño no experimental, transversal y correlacional-explicativo. La población estuvo conformada por 240 profesionales y la muestra, seleccionada mediante muestreo probabilístico estratificado, incluyó a 150 directivos, coordinadores y docentes. Se utilizó un cuestionario validado mediante juicio de expertos, prueba piloto y análisis psicométricos. Los resultados mostraron una relación fuerte y significativa entre gestión educativa y valor público percibido. El análisis factorial identificó tres dimensiones centrales de la gestión: liderazgo y dirección estratégica, gestión de procesos y mejora continua, y participación-comunicación institucional. Estas dimensiones presentaron medias altas y constituyeron los principales factores asociados a la calidad del servicio educativo. Los análisis comparativos evidenciaron diferencias significativas según rol institucional y años de experiencia. El modelo de regresión explicó el 57 % del valor público percibido, destacándose el liderazgo institucional como el predictor más influyente. El estudio concluyó que la gestión educativa, cuando se sustenta en liderazgo efectivo, procesosinstitucionales sólidos y mecanismos participativos, contribuye de manera decisiva a la calidad del servicio y a la generación de valor público. Estos hallazgos orientan el diseño de estrategias de mejora institucional y abren líneas de investigación relacionadas con la gobernanza educativa y el impacto social del servicio público escolar.
The study examined how educational management influences the creation of public value in public educational institutions, with the aim of identifying management practices that strengthen service quality, comparing perceptions according to sociodemographic variables, and proposing strategic guidelines oriented toward public value generation. A quantitative approach was applied using a non-experimental, cross-sectional, and correlational-explanatory design. The population consisted of 240 professionals, and the sample, selected through stratified probabilistic sampling, included 150 principals, coordinators, and teachers. Data were collected through a validated questionnaire supported by expert judgment, a pilot test, and psychometric analyses. The results revealed a strong and significant relationship between educational management and perceived public value. Factor analysis identified three core dimensions of management: leadership and strategic direction, process management and continuous improvement, and participation–institutional communication. These dimensions showed high mean values and represented the main factors associated with educational service quality. Comparative analyses indicated significant differences according to institutional role and yearsof experience. The regression model explained 57% of perceived public value, with institutional leadership emerging as the most influential predictor. The study concludes that educational management, when grounded in effective leadership, robust institutional processes, and participatory mechanisms, contributes decisively to service quality and the generation of public value. These findings inform the design of institutional improvement strategies and open new research avenues related to educational governance and the social impact of public educational services.
The study examined how educational management influences the creation of public value in public educational institutions, with the aim of identifying management practices that strengthen service quality, comparing perceptions according to sociodemographic variables, and proposing strategic guidelines oriented toward public value generation. A quantitative approach was applied using a non-experimental, cross-sectional, and correlational-explanatory design. The population consisted of 240 professionals, and the sample, selected through stratified probabilistic sampling, included 150 principals, coordinators, and teachers. Data were collected through a validated questionnaire supported by expert judgment, a pilot test, and psychometric analyses. The results revealed a strong and significant relationship between educational management and perceived public value. Factor analysis identified three core dimensions of management: leadership and strategic direction, process management and continuous improvement, and participation–institutional communication. These dimensions showed high mean values and represented the main factors associated with educational service quality. Comparative analyses indicated significant differences according to institutional role and yearsof experience. The regression model explained 57% of perceived public value, with institutional leadership emerging as the most influential predictor. The study concludes that educational management, when grounded in effective leadership, robust institutional processes, and participatory mechanisms, contributes decisively to service quality and the generation of public value. These findings inform the design of institutional improvement strategies and open new research avenues related to educational governance and the social impact of public educational services.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP (2026), Vol. 29, Núm. 2, pp. 305-318
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