Artificial Intelligence and Teacher Performance in an Educational Institution in Southern Peru
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Abstract
The irruption of technologies such as artificial intelligence (AI) represents a new field of pedagogical practice in educational environments. This study evaluates the association between the pedagogical use of AI tools and teacher performance in the “José Antonio Encinas” Educational Institution of Juliaca, Puno (Peru). A cross-sectional correlational design was developed, applying a structured questionnaire to a census sample of 121 teachers. The independent variable was the degree of integration of AI in teachers' pedagogical practices, while the dependent variable was teacher performance, operationalized through indicators of curricular planning, classroom performance and formative evaluation. The statistical analysis, based on linear regression and Spearman's correlation coefficient, showed a positive and significant association (r = 0.805; R² = 0.648; F = 218.965; p < 0.001), with a standard error of estimation within methodologically acceptable ranges. The findings indicate an intensive use of AI in didactic planning and in the automatic recreation of feedback, suggesting its potential to enhance professional teaching performance in contexts of digital transformation.
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