Impacto de las funciones del coordinador pedagógico en el desarrollo profesional del docente de educación primaria

Abstract

The study analyzed the impact of the pedagogical coordinator’s duties on the professional development of primary school teachers in Educational District 14-04 of Samaná, Dominican Republic. The main objective was to examine how the functions, tasks, skills, and responsibilities of this figure influence the continuous improvement of teaching practice and educational quality. The research followed a descriptive design with a qualitative and cross-sectional approach. The sample included 29 schools, 29 pedagogical coordinators, 29 principals, and 35 teachers, selected through purposive sampling. Data were collected through semi-structured interviews, focus groups, non-participant observation, and document analysis, and were processed through thematic coding with Atlas.ti software and systematization in Excel. The results show that although the functions of the pedagogical coordinator are normatively defined, in practice they often focus on administrative or control activities, which limits their impact on teachers’ professional development. The most relevant competencies identified were planning, leadership, communication, and teamwork, together with feedback on pedagogical practice and conflict mediation. In conclusion, pedagogical coordination represents a strategic resource to strengthen the teaching profession, provided that its functions are carried out with a formative, reflective, and contextualized approach that contributes to improving educational quality at the primary level.