Abstract

This study analyzes the educational evaluation results for school educators’ perceptions, obtained through Teaching and Learning International Survey (TALIS), and for students’ academic performance on the National Evaluation of Academic Performance in School Centers (ENLACE) based on Pearson product-moment correlation coefficient; linear relations are established. Results show that when school principals believe that direct observation of classroom instruction should be one of their activities and when they do not apply economic penalties when evaluating teachers’ underperformance assessments, the students’ academic performance is influenced positively. Evidence also confirms that when teachers collaborate amongst themselves, the pupils’ academic performance is improved. The outcome shows that the presence of external consultants or assessors is inversely correlated with students’ performance.