Management of educational innovation: a key piece to achieving educational quality

Abstract

The objective of this study was to analyze the management of educational innovation as a key element to achieve educational quality based on an inquiry carried out in a teaching center in the city of Guayaquil in Ecuador. The methodology subscribed to the positivist-quantitative approach, with a non-experimental, descriptive transactional design, with documentary support. The sample was made up of 27 teachers. As a data collection instrument, a questionnaire structured by dichotomous closed questions with answer alternatives (Yes or No) was used. The results show that: 88.89% considered that in the educational institution the directive management is NOT exercised from the guiding, promoting and accompanying perspective of the improvement of the educational act; 74.08% believe that the management of the educational institution does NOT promote educational innovation processes in an effort to achieve quality learning for students inside and outside the classroom; 100% said YES to the need to improve the educational quality that is taught in the educational institution; 96.30% stated that YES, the management of educational innovation is a key element to achieve educational quality; 70.37% answered that training is NOT offered to teachers on innovative teaching-learning methods to achieve educational quality; 100% said YES they are willing to get involved in the innovation management processes of educational quality in the institution to achieve quality in the teaching-learning process of the students. It is concluded that educational quality is only possible if a true and profound change is made in teaching-learning practices and this work involves the management of school innovation understood as a permanent practice over time, with an eye on increasingly improve the learning processes of students that allow them to function successfully in a dynamic, rapidly changing and globalized environment.