Teacher evaluation as continuous improvement: impact on professional advancement and educational quality in Ecuador

Abstract

This research analyzes teacher evaluation as a strategy for continuous improvement and its impact on educational quality in Ecuador. Using a mixed methodological approach, perceptions of 389 teachers were studied through questionnaires, interviews, and contrasting case analyses. Results reveal a moderately positive assessment of the evaluation process (M=3.68/5), with significant differences according to geographic region, institution type, and years of experience. Three professional development trajectories were identified (transformative, adaptive, and resistant), with the adaptive being the most frequent (53.6%). Structural analysis showed that teacher evaluation contributes both directly (β=.21) and indirectly (β=.14) to educational quality, with this effect partially mediated by professional improvement (β=.45). Feedback emerged as the weakest aspect of the process (M=3.27/5). Findings suggest the need to contextualize evaluation processes, strengthen feedback mechanisms, and systematically link evaluation with accessible and relevant professional development opportunities. These improvements would significantly enhance the contribution of teacher evaluation to educational quality in diverse contexts, especially in the most vulnerable ones.