Teacher Competence and Inclusive Education in Rural Education in Peru

Herrera-Chura A.E.; Flores-Rosado C.B.; Velarde-Cáceres M.L.; Mendoza-Apaza Y.M.; Gonzales-Apaza J.L.; Mendoza-Quispe J.J. · Educational Process: International Journal (2025) · DOI: 10.22521/edupij.2025.18.527

Resumen

Background/purpose. Inclusive education aims to provide equitable learning opportunities for all students, regardless of their abilities or background. In rural areas of Peru, the implementation of inclusive practices faces particular challenges related to infrastructure, training, and institutional support. This study aimed to determine the relationship between teaching competence and inclusive education among teachers in rural educational institutions in the district of Calana, Tacna, to identify training needs and generate evidence to improve inclusive practices. Materials/methods. A quantitative, basic-level, non-experimental, cross-sectional, and correlational approach was employed. Two validated instruments were administered to a census sample of 39 teachers from early childhood, primary, and secondary levels. Data were analyzed using Pearson's correlation coefficient to test the relationship between the variables. Results. Teachers exhibited high levels of cognitive and technical competence, particularly in the “knowing what to do” dimension (87%). In inclusive education, “creating inclusive cultures” also reached 87%, and “developing inclusive policies” 62%; however, only 59% showed high levels in “implementing inclusive practices.” A significant and moderate positive correlation was found between teaching competence and the development of inclusive practices (r = 0.458; p = 0.003), while no significant correlation was observed with the dimensions of inclusive culture or policy. Conclusion. The study shows that higher teaching competence is associated with better implementation of inclusive practices (r = .458). This provides evidence on the role of pedagogical competencies in rural contexts, which are rarely explored in the literature. Structural limitations, such as limited institutional support and low investment, reduce their impact, highlighting the need for broader institutional strategies to strengthen inclusive cultures and policies. © The Author(s), 2025.

Instituciones: Universidad Nacional Pedro Ruiz Gallo; Universidad Privada de Tacna; Universidad César Vallejo