Las relaciones entre el desarrollo profesional de los profesores de secundaria y la autoeficacia docente en Mongolia
Resumen
Este estudio examinó la relación entre el desarrollo profesional de los docentes de secundaria y la formación de su autoeficacia en el contexto educativo de Mongolia. Se empleó una metodología mixta, que combinó el análisis teórico de modelos contemporáneos de desarrollo profesional docente con datos empíricos recopilados mediante una encuesta estratificada (n = 297) y entrevistas semiestructuradas (n = 15) realizadas en escuelas urbanas y rurales. Los métodos cuantitativos incluyeron estadística descriptiva, correlaciones de Pearson, análisis factorial (KMO = 0,82; p < 0,001) y regresión múltiple para determinar el valor predictivo de los componentes del desarrollo profesional sobre la autoeficacia docente. Los resultados mostraron que los métodos de aprendizaje activo (70%), la coherencia del programa (65%) y la duración adecuada de la formación (58%) fueron los factores que más influyeron en la confianza de los docentes en su práctica docente, si bien solo el 45% expresó satisfacción con el tiempo dedicado al aprendizaje de nuevos métodos. La participación colaborativa (52%) y la profundidad del conocimiento de la materia (61%) también se asociaron con mayores niveles de autoeficacia. El análisis de regresión confirmó que el aprendizaje activo y una estructura programática coherente influyeron significativamente en la autoeficacia, mientras que los datos de las entrevistas destacaron la importancia práctica de la capacitación centrada en la gestión del aula y la motivación estudiantil. Los resultados del estudio muestran que el desarrollo profesional en Mongolia es más efectivo cuando combina la participación activa, el contenido estructurado y las oportunidades de interacción entre pares. Estos hallazgos proporcionan recomendaciones basadas en evidencia para el diseño de programas de desarrollo profesional que mejoren la autoeficacia docente y apoyen las reformas educativas en curso en Mongolia.
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