Pedagogical accompaniment, resilience, and performance of university professors during virtual classes

Huaman D.R.T.; Cordero R.C.; Canaval D.G.F.; Berona H.A.C. · Proceedings of the 2022 IEEE 2nd International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022 (2022) · DOI: 10.1109/icalter57193.2022.9964496

Resumen

The objective of the research was to know the relationship between pedagogical accompaniment, resilience, and the professional performance of university professors during virtual classes. The research was quantitative, correlational, and cross-sectional; the sample was made up of 172 professors from a private university in Lima, Peru. According to the results, accompaniment has a positive and significant relationship with resilience (r=.45) and professional performance (r=.52); likewise, of the five dimensions of accompaniment, it was observed that collegiate planning and management of the teaching process present a positive and high relationship with performance. It was evidenced that male teachers and those who belong to the science area perceive greater accompaniment, but women and those who are from the humanities area present greater resilience and better performance.

Instituciones: Universidad Tecnológica del Perú; Universidad Femenina del Sagrado Corazón; Universidad Privada del Norte