Assessment of educational quality from the perspective of parents and administrators: implications for institutional management Evaluación de la calidad educativa desde la perspectiva de los padres y directivos: implicaciones para gestión institucional

Abstract

Educational quality was evaluated based on the perceptions of parents and school administrators in order to identify strengths, weaknesses, and possible implications for educational management. A quantitative, descriptive, and cross-sectional approach was applied to a population of 109 parents and 25 administrators, selected through purposive sampling based on accessibility. Two structured questionnaires were administered: 54 items for administrators and 17 items for parents. From the parents' perspective, there is a highly favorable overall perception of institutional management (≥90% positive rating). Highlights include management (91.8%), respectful attitude towards families (99%), teaching performance (96.4%), pedagogical relationship (95.5%), and student satisfaction (97.2%), along with curricular coherence and academic performance (92%). Infrastructure and institutional services achieved a rating of 97%, reflecting an efficient, participatory, and welfare-centered management model. As for administrators, a moderately high level of overall performance was obtained (M= 206.28; SD= 53.91). The most consolidated dimensions were administrative management (M= 75.88) and pedagogical-curricular management (M= 56.60), while community management (M= 17.68) was identified as the weakest area. Coexistence and citizenship education management (M = 36.84) showed institutional commitment, although there was a need for strengthening. It is concluded that the positive perception of educational actors is a strategic indicator for institutional planning and accountability