Critical success factors and its influence on teaching practice

Nino Ferraz Araujo

Abstract


This study analyzed and identified the Critical Success Factors that most influence teaching practice. These factors involved aspects such as: teaching tools, perceived quality, training and psychological well-being. The objective was to contribute data that corroborate the development of teaching practices in the school environment, reflecting on the students' better performance. It was found that the use of Critical Success Factors (FCS) can positively influence teacher performance, and that by improving classroom management, their professional performance is increased. The theoretical references used were Rockart's Critical Success Factors (1979) and the perceived quality of Parasuraman et al. (1990). The instruments used for the analysis were the Kolmogorov-Smirnov (1979), to identify and describe the Critical Success Factors that assisted teaching practice, and the Servqual de Parasuraman et al. (1990), to analyze the quality of teachers' service, perceived by school managers. As the Kolmogorov-Smirnov method has simplified application, PARACONSISTENT LOGIC was also employed, as it allows, according to Bispo and Cazarini (2006) the natural treatment of divergences, inconsistencies and contradictions, as well as to obtain more accurate and close results. This work was restricted to the ten best schools in the city of Niterói, according to the concept in the National High School Exam (ENEM). This delimitation makes the results obtained subject to standards such as behavior and market demands. It was also expected, besides adding value to the current literature, to stimulate studies around the proposed theme, aiming to increasingly help teachers in the effectiveness of their actions in the school environment.

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DOI: https://doi.org/10.14571/brajets.v14.n1.56-78

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