Analysis of Strategic Management and Innovation in Teacher Training Centers in Pichincha (2021–2023)
DOI:
https://doi.org/10.32645/13906852.1465Keywords:
educational quality, organizational innovation, strategic management, teacher training, training centersAbstract
This article analyzes strategic management, innovation, and quality in teacher training centers in the province of Pichincha, Ecuador, between 2021-2023. Using a mixed-methods approach, a structured questionnaire was administered to 14 representatives of legally established training centers, while additional information was collected on internal practices, institutional perceptions, and evaluation mechanisms. The results show some progress in adopting digital modalities and isolated efforts to improve quality; however, there are also significant limitations concerning strategies, the use of performance indicators, and institutional innovation analysis. Management is predominantly operational in nature with little strategic coordination, and quality mechanisms are implemented in a fragmented manner. Institutional perceptions regarding commitment and functioning are generally positive. Based on the findings, opportunities were identified for institutional strengthening through process formalization, organizational learning, and articulation with networks and public policies. The study concludes that training centers face the challenge of professionalizing their management, systematizing their innovation and consolidating a transversal culture of quality that enables them to respond sustainably to the demands of the contemporary educational environment.
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