Relationship Between Research Competence and Teaching Performance at a Public University in Iquitos, Peru
DOI:
https://doi.org/10.15359/ree.30-2.21320Keywords:
Research competence, teaching performance, higher education, Peruvian Amazon, university teaching, SDG 4, quality education, teacher effectivenessAbstract
Objective. To determine the relationship between research competence and undergraduate teaching performance at a public university in Iquitos, Peru. Methodology. A quantitative, non-experimental, cross-sectional, and correlational study was conducted. The population comprised 570 undergraduate faculty members, from whom a non-probability sample of 80 was selected. Using a survey method, two Likert-scale questionnaires were administered: a 39-item research competence questionnaire (Balbo et al., 2015) and a 30-item teaching performance questionnaire (Pimienta Prieto, 2014). Content validity was established through review by a panel of five experts, and reliability was estimated using Cronbach’s alpha (α = .896 and α = .970, respectively). Associations were examined using Spearman’s rho. Findings. A positive, moderate, and statistically significant relationship was observed between research competence and teaching performance (rho = .520, p < .001). Positive and significant relationships were also identified with planning (rho = .525, p < .001), teaching methodology (rho = .506, p < .001), and relational aspects (rho = .414, p < .001). Conclusions. In the sample examined, research competence was positively associated with teaching performance and its dimensions. The study provides evidence of this relationship in a public university in the Peruvian Amazon. Given its cross-sectional design and non-probability sampling, the findings do not support causal inferences or generalization to other institutions. Applications and recommendations. Faculty research training initiatives may take the identified needs into account. Longitudinal studies using probability samples are recommended.
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