Impact of learning communities on the performance of teachers at the Antonio Brack Egg educational institution

Abstract

The article analyzes the impact of learning communities on teaching performance at the Antonio Brack Egg Educational Institution in Patahuasi, Ayacucho, during 2024. Questions were addressed about the implementation of these communities, their challenges, and teacher perceptions of their influence on the learning communities. pedagogical practices. The methodology adopted a pre-experimental approach with a sample of 13 teachers, using semi-structured interviews, observations and validated surveys.

The results indicate that 86% of the teachers reached a good level in effective communication, 71% in pedagogical reflection and 57% in teaching leadership. The learning communities promoted the improvement of communication skills, reflection on practice and the development of collaborative leadership. In addition, 86% of teachers showed high development in soft skills, highlighting the importance of interaction and teamwork.

The conclusions highlight the existence of a positive relationship between participation in learning communities and teaching performance, suggesting that these communities not only strengthen professional practice, but also foster an environment of collaboration and support. This study provides evidence on the effectiveness of learning communities in rural educational contexts and proposes their implementation as a key strategy to improve educational quality in resource-limited settings.