Administrative overload and its effect on teaching practice in Basic General Education La sobrecarga administrativa y su efecto en la práctica docente de Educación General Básica
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Abstract
Administrative overload represents one of the main challenges faced by Basic General Education teachers today, significantly affecting their pedagogical performance and educational quality. Objective: To analyze the impact of administrative overload on Basic General Education teaching practice and its influence on the teaching-learning process. Methodology: A descriptive quantitative approach was used with a sample of 150 teachers from public and private institutions. Data were collected through structured surveys and semi-structured interviews, analyzed statistically using SPSS v.28. Results: 78% of teachers dedicate more than 15 hours per week to administrative tasks, reducing time allocated to pedagogical planning by 45%. A significant negative correlation (r=-0.67, p<0.001) was identified between administrative load and teacher job satisfaction. Main administrative tasks reported include: report preparation (89%), student documentation management (76%), and participation in institutional committees (68%). Conclusions: Administrative overload constitutes a limiting factor for optimal development of teaching practice, generating work stress and decreasing effective time dedicated to pedagogical activities, which negatively impacts educational quality and suggests the need to implement administrative optimization strategies.
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