Strategic planning and digital competencies in public educational institutions San Vicente, Cañete

Abstract

Purpose: The objective of the study was to determine the relationship between strategic planning and digital competencies in teachers of educational institutions.   Theoretical framework: The conceptual approach according to David (2013), strategic planning refers to the development of three main stages, which are the formulation, implementation and evaluation of the strategy. In relation to digital competencies, connectivism should be highlighted, since this comes from educational technological knowledge, which have been favorable within an effective learning approach (Gašević et al., 2015; Brooks, 2015), this encourages the use of tools, to improve the research process; as well as teaching that is based on the interconnectivity of the participants.   Method/design/approach: This research uses a quantitative approach. The subjects of this study are 170 teachers from educational institutions in San Vicente, Cañete - Peru. The variables of this study are strategic planning and digital competencies. The level of study is correlational, as it seeks to establish the existence of correlations between the study variables (Sánchez & Reyes, 2017). Being necessary to know the level of association between the study variables. Spearman's Rho test analysis techniques were used to test the hypothesis.   Results and conclusion: The result of this study was that there is a correlation between the variables of Strategic planning and digital competencies in teachers of public educational institutions of San Vicente, Cañete-Peru being rho=0.357 and p=0.000<0.05.   Implications of the research: This research contributes to the understanding of strategic planning that is determinant for the good performance of successful educational institutions based on the development of digital competencies in teachers of public educational institutions.   Originality/value: The results obtained in this study are relevant and coherent in a socio-educational context that demands the adoption of actions that contribute decisively to the improvement of educational practices and the engagement of the school community.