Non-monetary recognition from administrative management for the continuous improvement of Ecuadorian high school education

Abstract

Assuming the importance of the educational process for nations, this research aimed to analyze non-monetary recognition from an administrative management perspective for the continuous improvement of the high school program at the El Quiteño Libre Public School, located in Jipijapa, Manabí Province, Ecuador. The study followed the established methodological procedure, based on the positivist paradigm and a quantitative approach, in a descriptive, non-experimental, cross-sectional field study. The population consisted of 14 teachers working at this level, who provided the requested information by responding to a questionnaire validated for content and with high reliability (0.90 using Cronbach's Alpha internal consistency).The data were then discussed using descriptive statistics, highlighting that 66% of teachers sometimes perceive the effectiveness of administrative management as lacking social and professional recognition. The main conclusion points to a weakness in the performance of school administrators, who fail to utilize various initiatives to make educators feel recognized and valued for their professional work. A series of recommendations were drafted, which are expected to be implemented to improve the quality and holistic development of students.