REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

https://doi.org/10.59654/7p7zxp10

Management indicators and decision-making in

national educational units of

Maracaibo, Venezuela

Indicadores de gestión y la toma de decisiones en unidades

educativas nacionales de Maracaibo, Venezuela

Abstract

This study analyzed the relationship between management indicators and decision-making in national educational

units in Maracaibo, Venezuela. Using a quantitative approach and correlational scope, 48 managers and 72 teachers

were surveyed using a valid and reliable questionnaire (0.98). The analysis revealed a significant positive correlation

in both groups, but with differing intensity. For managers, the relationship is strong (coefficient of 0.888), indicating

that improving management indicators significantly increases decision-making effectiveness. For teachers, the co-

rrelation is moderate (coefficient of 0.690), suggesting a less pronounced influence, possibly due to differences in

their role and perception within the process. It is concluded that the relationship exists significantly, but its strength

varies according to the group's perspective.

Keywords: Management indicators, management, Maracaibo, decision-making, Venezuela.

Resumen

Este estudio analizó la relación entre los indicadores de gestión y la toma de decisiones en unidades educativas na-

cionales de Maracaibo, Venezuela. Bajo un enfoque cuantitativo y alcance correlacional, se encuestó a 48 directivos

y 72 docentes utilizando un cuestionario válido y confiable (0.98). El análisis reveló una correlación positiva signifi-

cativa en ambos grupos, pero con intensidad distinta. Para los directivos, la relación es fuerte (coeficiente de 0.888),

indicando que mejorar los indicadores de gestión aumenta notablemente la efectividad decisional. Para los docentes,

la correlación es moderada (coeficiente de 0.690), lo que sugiere una influencia menos pronunciada, posiblemente

por diferencias en su rol y percepción dentro del proceso. Se concluye que la relación existe significativamente, pero

su fuerza varía según la perspectiva del grupo.

Palabras clave: Indicadores de gestión, gerencia, Maracaibo, toma de decisiones, Venezuela.

How to cite this article (APA): Puche, V. D. J. y Acosta, F. S. F. (2026). Management indicators and decision-making in

national educational units of Maracaibo, Venezuela, 7 (13), 83-99. https://doi.org/10.59654/7p7zxp10

Deinny José Puche Villalobos*

Central University of Venezuela, Caracas / Venezuela

Savier Fernando Acosta Faneite**

University of Zulia, Maracaibo, Venezuela

Instituto de Estudios Superiores de Investigación y Postgrado

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

Introduction

Being well-informed is essential for making sound decisions, especially in complex and changing en-

vironments like the educational one, as information enables decision-making, objective context analy-

sis, problem and opportunity identification, and the evaluation of potential consequences of different

actions. Likewise, it facilitates the adoption of solutions based on real data and evidence, which in-

creases the likelihood of success and minimizes risks.

In this regard, Acosta and Barreto (2023) note that in an increasingly interconnected world, precise

and updated information also allows for anticipating environmental changes and adjusting strategies

in real-time to adapt to new trends. Informed decision-making ensures that resources are used effi-

ciently, that adopted measures have a positive impact, that results are optimized, and that the solutions

used are sustainable.

For their part, Pacheco et al. (2018) consider that information is the axis guiding decision-making, en-

suring that decisions are coherent, well-founded, and aligned with long-term objectives, whether in

education, business, or any other field. Hence, Alvares (2021) considers that knowing educational ma-

nagement indicators is important for decision-making, as they provide a clear and objective view of

educational institutions' performance.

Indicators allow for measuring and evaluating important aspects such as teaching quality, student

academic performance, efficiency in resource use, and educational community satisfaction. By having

this data, administrators and those responsible can identify areas for improvement and strengths,

which facilitates making informed decisions to optimize processes and results.

Within this framework, Camacho et al. (2021) highlight that educational management indicators pro-

vide a solid basis for planning strategies at different timeframes. This is because they facilitate the de-

finition of achievable objectives, the adaptation of policies, and the targeting of actions that directly

impact the improvement of educational quality. For Del Rocío et al. (2019), management indicators

play a fundamental role in measuring the performance of institutions and academic programs, as well

as in guiding decision-making towards continuous improvement. These indicators allow for the eva-

luation of important aspects such as teaching quality, the effectiveness of administrative processes,

student well-being, and efficient resource use.

Fonseca et al. (2024) emphasize that, at a global level, the use and recognition of educational mana-

gement indicators have strengthened transparency and accountability in school administration. Like-

wise, these indicators have allowed decisions to be grounded in objective information, enabling

institutions to justify their actions before the educational community and regulatory bodies, demons-

trating their commitment to continuous improvement and the comprehensive development of stu-

dents.

In this sense, the United Nations Educational, Scientific and Cultural Organization (Unesco, 2022) notes

that the presentation and use of educational management indicators globally is essential to ensure

quality, inclusive, and equitable education in all contexts. Therefore, this organization promotes the

collection and analysis of educational data through bodies like the Unesco Institute for Statistics (UIS),

which generates global indicators to assess progress towards educational goals, such as those esta-

blished in the Sustainable Development Goals (SDGs), especially SDG 4, which focuses on quality edu-

cation.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Management indicators and decision-making in national educational units of Maracaibo, Venezuela

Furthermore, Unesco (2019) highlights that the use of educational indicators allows countries to mo-

nitor aspects such as access to education, equity, the efficiency of educational systems, and learning

outcomes. These indicators allow for comparisons of performance between different countries and

regions, helping to identify gaps and priority areas for intervention. Through its reports, Unesco pre-

sents a global overview of the challenges and advances in the educational sector, based on these

key indicators. It also underscores that access to accurate and reliable data is essential for informed

decision-making at political and administrative levels.

Now, according to Unesco (2019), in Latin America, these indicators are presented in a structured

manner, organized into categories such as access and coverage, educational quality, efficiency, equity,

and learning outcomes. They include both quantitative indicators, such as enrollment rates and stan-

dardized test results, and qualitative ones, through surveys of student and teacher satisfaction. The

use of data disaggregated by gender, geographical location, and socioeconomic context to identify

gaps and inequalities is common.

Therefore, this organization considers that these indicators are usually published in annual reports

prepared by ministries of education and international organizations, allowing for comparisons between

countries and a focus on learning outcomes, especially through standardized assessments like the

Programme for International Student Assessment (PISA). Likewise, indicators of institutional manage-

ment are included, such as teacher training and school infrastructure, which is fundamental for as-

sessing the efficiency and effectiveness of the educational system.

In the Venezuelan context, the implementation of management indicators is of particular importance

to foster national educational quality; however, the Venezuelan educational system faces challenges

such as limited resources, high teacher turnover, and inequality of educational opportunities. In this

sense, Acosta and Barrios (2023) argue that to counteract the above, effective management of edu-

cational institutions that allows for performance evaluation and strategic decision-making is necessary;

hence, management indicators are an important tool for this purpose, as they provide a quantitative

and qualitative view of the institution's status and allow for the identification of areas for improve-

ment.

Furthermore, Prieto et al. (2022) point out the importance of ethics in management, as it is an essential

tool for improving the quality of education in educational institutions. Likewise, Puche and Acosta

(2024) note that it is necessary to overcome existing challenges and secure the commitment of all in-

volved stakeholders to achieve sustainable results in Venezuelan institutions.

For their part, various weaknesses in school management have been observed in national educational

units in the Maracaibo Municipality. One of the primary ones is the lack of clarity in institutional ob-

jectives, which leads to disorganized planning poorly aligned with the school's real needs. This can

translate into impulsive or arbitrary decisions that do not respond to a thorough analysis of the situa-

tion. Additionally, inefficiency in the use of resources, both human and financial, is common. Without

reference indicators, administrators assign personnel or budgets inadequately, resulting in resource

waste or shortages in areas fundamental to the institution's operation and improvement.

Likewise, a low capacity to identify and correct structural problems within the organization is observed.

The lack of indicator monitoring hinders the early detection of failures, leading to reactive rather than

preventive management. This can result in a disorganized school environment, with recurring pro-

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

Instituto de Estudios Superiores de Investigación y Postgrado

blems and low motivation among both teachers and students.

Communication problems within the institution are also present. The lack of indicators hampers ef-

fective communication between different management levels and among staff, affecting cohesion

and collaboration in the workplace. This leads to difficulties in performance evaluation, as without

metrics it is complicated to measure the performance of students and staff, preventing the identifica-

tion of areas that require improvement.

Finally, resistance to change is observed, where institution members tend to be reluctant toward new

initiatives or improvements. This resistance stems from the lack of concrete data justifying the need

to implement changes, as the absence of management indicators in the national educational units of

Maracaibo generates a series of situations that negatively impact their performance and effectiveness.

Hence, the study focused on determining the relationship between management indicators and de-

cision-making in national educational units in Maracaibo, Venezuela.

Theoretical foundation

Management indicators

They are fundamental tools that enable the measurement, evaluation, and monitoring of the perfor-

mance, efficiency, and quality of educational processes within institutions. According to Ramírez and

Quesada (2019), their main purpose is to provide precise and objective information about the current

state of various aspects of education, in order to make informed decisions that drive continuous im-

provement. These indicators also facilitate the identification of strengths and weaknesses in manage-

ment, allowing for a strategic focus on problem-solving and resource optimization.

As per Sánchez (2020), among the particular characteristics of educational management indicators is

their capacity to be relevant and directly related to the institution's key objectives. Furthermore, they

must be measurable in quantitative terms or with clear criteria for qualitative evaluation, which allows

for consistent interpretation. Their comparability is another highlighted aspect, as it facilitates trend

analysis over time or between different educational institutions. Likewise, their specificity ensures that

they are focused on concrete and relevant aspects of management.

Common examples of these indicators include the student retention rate, which measures the pro-

portion of students who continue their studies at the same institution, and the average enrollment,

which assesses the number of enrolled students in relation to the institution's capacity. According to

Ferreiro et al. (2020), certain key indicators are linked to academic performance, including results ob-

tained in national or international assessments. Additionally, they highlight indicators related to in-

frastructure, such as the number of classrooms, laboratories, or technological resources available per

student. The importance of teacher training is also emphasized, measured through the percentage

of teachers involved in continuous professional development programs.

Decision-making

According to Mendoza and Technologys (2022), it is a dynamic and strategic process in which edu-

cational stakeholders—such as administrators, teachers, and school communities—examine key in-

formation and evaluate existing alternatives to choose the most appropriate actions that facilitate the

achievement of established educational objectives. This approach seeks to address institutional de-

mands, maximize the use of available resources, foster a favorable learning environment, and ensure

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Management indicators and decision-making in national educational units of Maracaibo, Venezuela

high standards of educational quality.

As per Barzaga et al. (2019), the decision-making process in educational institutions is distinguished

by encompassing multiple dimensions, integrating administrative, pedagogical, and community as-

pects. This process includes everything from operational decisions, such as organizing schedules and

allocating resources, to strategic decisions focused on implementing educational projects, renewing

curricula, and promoting inclusion policies. Furthermore, they argue that this process is based on the

use of data and evidence as support to minimize the margin of error and maximize benefits for the

entire educational community. It includes the active participation of different school stakeholders to

ensure that decisions are inclusive, legitimate, and reflect the needs and expectations of students, tea-

chers, and families.

Methodology

The methodology of the present study was grounded in the procedures of the positivist paradigm, which,

according to Hernández and Mendoza (2023), is characterized by its focus on objectivity, systematicity,

and the empirical verification of proposed hypotheses. This paradigm prioritizes the quantification and

rigorous analysis of causal and correlational relationships, making it pertinent for concretely examining

how management indicators influence decision-making processes in national educational units in Ma-

racaibo. Thus, the study was designed to address the need to understand these dynamics from a struc-

tured and reliable methodological perspective.

In accordance with this paradigm, a quantitative approach was adopted, which, as per Arias (2016),

allows for a deep understanding of the studied phenomena from the perspective of the involved subjects.

This approach proved ideal for exploring the perceptions and experiences of both teachers and admi-

nistrators regarding management indicators and their connection to strategic decisions in their work

contexts. Through this approach, the interpretative analysis of observed interactions and practices was

prioritized, enabling the capture of the complexity of institutional dynamics.

The study was classified as basic research. This type of research is fundamental because it focuses on

creating theoretical knowledge and a deeper understanding of a phenomenon, rather than on its direct

practical application. In terms of level, it was descriptive, as its purpose, according to Arias (2016), is to

detail the characteristics and manifestations of management indicators in the educational units. This re-

search focused on identifying patterns and trends that would provide a clear picture of practices related

to decision-making. Furthermore, it fell under a correlational scope, which, according to Hernández and

Mendoza (2023), seeks to determine the degree of association between management indicators and

decision-making processes, providing a robust analytical framework for understanding how these va-

riables interact.

The sample was intentional (purposive) and consisted of 72 teachers and 48 administrators from National

Educational Units affiliated with the Centers for Educational Quality Development (Centros de Desarrollo

de la Calidad Educativa - CDCE) in Maracaibo. These bodies are decentralized regional structures whose

objective is to guide regional educational policy to guarantee the right to education and educational

quality.

For the selection of teachers, the inclusion criteria were: being in active service during the study period,

having at least two years of experience in the national educational unit, and participating in processes

related to school planning and management. Regarding administrators, it was considered essential to

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

Instituto de Estudios Superiores de Investigación y Postgrado

hold administrative or leadership functions, have at least two years of experience in educational mana-

gement, and be involved in strategic or pedagogical decision-making.

The study strictly adhered to the necessary ethical considerations to ensure the integrity and protection

of the participants. Informed consent was obtained from each participant, ensuring their voluntary par-

ticipation and clearly explaining the study's objectives, the exclusive use of data for academic purposes,

and the absolute confidentiality of the collected information. Furthermore, the privacy of the participants

was safeguarded by omitting any data that could allow for their identification.

For data collection, a survey was used, implementing a dichotomous (binary) instrument designed to

capture affirmative or negative responses reflecting the participants' perceptions. This was sent to the

subjects via WhatsApp and email. Data processing was conducted using the SPSS 27 statistical program

and was carried out in two stages. Initially, descriptive statistical techniques were applied, which allowed

for organizing the information into frequency tables, facilitating the visualization of response distribution

and predominant trends.

Subsequently, inferential statistical techniques were employed to determine the level of correlation bet-

ween management indicators and decision-making processes. This analysis enabled the identification

of significant associations between the variables, providing a solid basis for interpreting the results and

establishing well-founded conclusions.

Results

Table 1

Educational quality indicators

Note: Source the researchers.

Table 1 presents the results of the educational quality indicators dimension. It is observed that, regar-

ding academic performance, both administrators and teachers show a predominantly negative per-

ception. Only 33.3% of administrators and 31.9% of teachers believe academic performance has

improved in the last year, while the majority perceive no significant progress. Furthermore, an even

lower percentage —31.2% of administrators and 41.8% of teachers— believes the implemented stra-

Indicators Questions

Response options

Administrators Teachers

Yes No Yes No

Fr F% Fr F% Fr F% Fr F%

Academic

performance

Do you believe academic performance has im-

proved in the last year? 16 33,3 32 66,7 23 31,9 49 68,1

Do you think the implemented strategies contri-

bute to academic performance? 15 31,2 33 68,8 30 41,7 42 58,3

Approval

rate

Do you believe the student approval/pass rate in-

creases over time? 32 66,7 16 33,3 52 72,2 20 27,8

Do you believe support programs influence the

improvement of the approval/pass rate? 38 79,2 10 20,8 50 69,4 22 30,6

School dro-

pout rate

Do you consider that the school dropout rate de-

creases over time? 42 87,5 6 12,5 18 25,0 54 75,0

Do you believe institutional strategies help pre-

vent school dropout? 20 41,7 28 58,3 40 55,6 32 44,4

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Management indicators and decision-making in national educational units of Maracaibo, Venezuela

tegies contribute to this performance. These results highlight the need to evaluate and strengthen

pedagogical strategies to address the challenges in this area more effectively.

In relation to the approval rate, the results are more encouraging. 66.7% of administrators and 72.2%

of teachers perceive that this rate has improved over time. Similarly, a significant majority (79.2% of

administrators and 69.4% of teachers) acknowledges that school support programs have positively

influenced this aspect. This reflects an optimistic perception of the implemented initiatives, unders-

coring the relevance of these programs as key drivers of academic success. However, it is important

to ensure the sustainability and continuous improvement of these actions.

Regarding the school dropout rate, notable discrepancies are observed between the perceptions of

administrators and teachers. While 87.5% of administrators report a decrease in the dropout rate,

only 25% of teachers share this view. On the other hand, 41.7% of administrators and 55.6% of teachers

believe the institutional strategies are effective in preventing this phenomenon. This suggests the need

to strengthen communication and coordination between both groups to align their perceptions and

work jointly on effective solutions.

Consequently, the results show a mixed perception of the analyzed indicators. Although progress in

the approval rate is highlighted, significant challenges persist in academic performance and dropout

prevention. It is essential to review current strategies, foster dialogue between administrators and tea-

chers, and reinforce successful initiatives to achieve a positive and sustainable impact on students.

Table 2

Administrative efficiency indicators

Note: Source the researchers.

Table 2 presents the results of the administrative efficiency indicators. Regarding the student-teacher

ratio indicator, contrasting perceptions between administrators and teachers are shown. Only 37.5%

of administrators consider the ratio to be positive, while 62.5% believe it is not. Among teachers, this

Indicators Questions

Response options

Administrators Teachers

Yes No Yes No

Fr F% Fr F% Fr F% Fr F%

Student

teacher

relationship

Do you consider the relationship between stu-

dents and teachers to be positive at your institu-

tion?

18 37,5 30 62,5 22 30,6 50 69,4

Do you believe the support provided by teachers

fosters a better bond with students? 48 100 0 0 62 86,1 10 13,9

Per-pupil ex-

penditure

Do you think the cost per student is adequately

distributed towards educational resources? 15 31,3 33 68,7 33 45,8 39 54,2

Do you believe the cost per student efficiently re-

flects the quality of services offered? 10 20,8 38 79,2 12 16,7 60 83,3

Administrative

processing time

Do you consider the time required to complete

administrative procedures to be reasonable at

your institution?

12 25,0 36 75,0 20 27,8 52 72,2

Do you believe the current administrative proces-

ses expedite school management? 8 16,7 40 83,3 10 13,9 62 86,1

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

Instituto de Estudios Superiores de Investigación y Postgrado

perception is even more negative, with 30.6% rating the ratio positively and 69.4% negatively. However,

there is an encouraging consensus on the support provided by teachers, as 100% of administrators

and 86.1% of teachers acknowledge that this factor contributes to strengthening bonds with students.

These data reflect that, although overall relationships may be seen as deficient, the individual actions

of teachers have a positive impact. This highlights the importance of strengthening these practices

and promoting greater positive interaction within the institutional environment.

Regarding cost per student, the results indicate a predominantly negative perception. Only 31.3% of

administrators and 45.8% of teachers consider this cost to be adequately distributed towards educa-

tional resources. Even more concerning is that only 20.8% of administrators and 16.7% of teachers

believe the cost efficiently reflects the quality of services offered. These figures demonstrate the need

to evaluate how financial resources are allocated and used within the institution to ensure they con-

tribute to improving the educational quality perceived by the entire school community.

When analyzing administrative processing time, both administrators and teachers agree that the cu-

rrent processes are inadequate. Only 25% of administrators and 27.8% of teachers believe the time

required for processing tasks is reasonable. Furthermore, an even lower percentage— 16.7% of ad-

ministrators and 13.9% of teachers —considers that administrative processes expedite school mana-

gement. This reflects a perception of inefficiency that may be negatively impacting institutional

functioning, underscoring the need to simplify and modernize these procedures.

The results indicate that educational institutions face significant challenges in improving student-tea-

cher relationships, the distribution and efficiency of the cost per student, and the optimization of ad-

ministrative processes. These findings point to important areas for intervention, implementing

strategies that promote a more positive school environment, more transparent and effective financial

management, and more agile administration that enables better performance for the entire educa-

tional community.

Table 3

Educational innovation indicators

Note: Source the researchers.

Indicators Questions

Response options

Administrators Teachers

Yes No Yes No

Fr F% Fr F% Fr F% Fr F%

Use of

technology

in the

classroom

Do you consider that technology is used effecti-

vely in classroom activities? 18 37,5 30 62,5 22 30,6 50 69,4

Do you believe that the use of technology in the

classroom improves student learning? 48 100 0 0 72 100 0 0

Teacher

training in

innovation

Is training on innovative teaching strategies en-

couraged? 10 20,8 38 79,2 20 27,8 52 72,2

Do you believe that innovation training has been

useful for teaching practice? 48 100 0 0 72 100 0 0

Innovative

projects

implemented

Have innovative projects been implemented at

your institution during the last year? 0 0 48 100 72 100 0 0

Do you believe that innovative projects benefit

students? 48 100 0 0 72 100 0 0

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Management indicators and decision-making in national educational units of Maracaibo, Venezuela

Table 3 presents the results of the Educational Innovation Indicators. Regarding the use of technology

in the classroom, it is observed that only 37.5% of administrators believe technology is used effectively

in classroom activities, while 62.5% disagree. Meanwhile, 69.4% of administrators consider this to be

the case and 30.6% believe it does occur. Among teachers, the perception is more optimistic, though

still concerning, as only 50% believe technology is employed adequately. However, both administrators

and teachers agree that the use of technology improves student learning, with 100% affirmative res-

ponses. This highlights a paradox: although implementation may not be optimal, there is a consensus

on the positive potential of technology in the educational process.

Regarding teacher training in innovation, the data indicate that its promotion is limited. Only 20.8% of

administrators and 27.8% of teachers believe this type of training is encouraged in their institutions, while

the majority do not perceive it as such (79.2% of administrators and 72.2% of teachers). Nevertheless,

100% of both groups consider innovation training to be useful for teaching practice, underscoring the

need to increase the availability of such training to enhance its positive impact in the educational field.

Concerning implemented innovative projects, clear contrasts are identified. While 100% of teachers

indicate that innovative projects have been implemented in their institutions, 100% of administrators

claim the opposite. This could suggest a disconnect between the perspectives of both groups regar-

ding what constitutes an innovative project. However, both administrators and teachers are in com-

plete agreement (100%) that innovative projects benefit students, highlighting their relevance in

educational development.

The results reflect a significant opportunity to strengthen innovative and technological practices in

the educational environment. It is necessary to improve the effectiveness of technology use in the

classroom, promote more innovation training, and ensure that both administrators and teachers share

a common vision of innovative projects and their implementation. These measures can contribute to

a more modern, inclusive, and effective learning environment.

Table 4

Student participation indicators

Note: Source the researchers.

Indicators Questions

Response options

Administrators Teachers

Yes No Yes No

Fr F% Fr F% Fr F% Fr F%

Extracurricular

activity partici-

pation rate

Do you believe that the majority of students acti-

vely participate in extracurricular activities? 20 41,7 28 58,3 18 25 54 75

Do you think the extracurricular activities offered

are appealing/engaging to students? 20 41,7 28 58,3 16 22,2 56 77,8

School atten-

dance rate

Do you consider that the attendance rate has im-

proved over time? 0 0 48 100 0 0 72 100

Do you believe that the institution helps to main-

tain a high school attendance rate? 10 20,8 38 79,2 20 27,8 52 72,2

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

Instituto de Estudios Superiores de Investigación y Postgrado

Table 4 presents the results of the student well-being indicators. Regarding the rate of participation in

extracurricular activities, administrators have a divided perception: 41.7% believe that most students ac-

tively participate in these activities, while 58.3% do not. Among teachers, the perception is more negative,

as only 25% consider that students participate actively, while 75% indicate the opposite. Furthermore,

regarding whether the extracurricular activities offered are attractive to students, a similar percentage of

administrators (41.7%) responds affirmatively, although no clear percentage is reported among teachers.

These data suggest the need to evaluate and redesign extracurricular activities to make them more in-

clusive and motivating, so they can capture the interest of a larger number of students.

In terms of the school attendance rate, there is absolute consensus between administrators and tea-

chers: 100% of both groups believe the attendance rate has not improved over time. However, when

analyzing whether the institution contributes to maintaining a high attendance rate, opinions are

mixed. Only 20.8% of administrators and 27.8% of teachers agree with this statement, while 79.2% of

administrators and 72.2% of teachers believe insufficient effort is made in this aspect. These figures

indicate a perception of ineffectiveness in the implemented strategies to promote school attendance,

pointing to a priority area for institutional intervention.

In this sense, the data reflect that both participation in extracurricular activities and school attendance

require urgent attention. The lack of interest in activities and the perception of stagnation in the at-

tendance rate suggest the need to review current strategies and work on more inclusive, attractive,

and effective initiatives. This could include creating extracurricular activities aligned with students' in-

terests, as well as implementing specific programs to motivate regular class attendance, strengthening

the connection between the institution and its educational community.

Table 5

Correlation coefficient between management indicators and decision-making according to

administrators

Note: Source the researchers.

Table 5 presents the correlation analysis between management indicators and decision-making, using

Spearman's Rho coefficient. It shows a strong and positive relationship between both variables. The

correlation coefficient value is 0.888, indicating a high positive correlation; that is, as management in-

dicators increase, so does decision-making. This relationship is statistically significant, as the sig. (2-

tailed) value is 0.000, meaning the probability that this correlation is due to chance is extremely low.

With an N = 48, i.e., 48 observations, it can be concluded that there is a very strong association bet-

Coefficients Variables Management

indicators Decision-Making

Rho de

Spearman

Management

indicators

Correlation coefficient 1 0,888**

Sig. (2-tailed) - 0,000

N 48 48

Decision-Making

Correlation coefficient 0,888** 1

Sig. (2-tailed) 0,000 -

N 48 48

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Management indicators and decision-making in national educational units of Maracaibo, Venezuela

ween these two factors. This suggests that improving management indicators could have a direct im-

pact on the quality or effectiveness of decision-making in the evaluated institution or context.

In this sense, the analysis reveals that management indicators are closely linked to decision-making. This

implies that efforts to improve management within the organization are likely to have a positive impact

on decision-making processes. This finding underscores the importance of strengthening management

indicators as part of a comprehensive approach to optimizing decision-making within the institution.

Table 6

Correlation coefficient between management indicators and decision-making according to teachers

Note: Source the researchers.

Table 6 presents the correlation analysis between management indicators and decision-making using

Spearman's Rho coefficient, showing a moderate and positive correlation of 0.690. This value indicates

a significant relationship between both variables, suggesting that as management indicators improve,

so does decision-making. Statistical significance is confirmed with a Sig. (2-tailed) value = 0.000, mea-

ning the probability that this correlation is a product of chance is extremely low.

With an N = 72, this correlation coefficient is moderately strong, implying that there is a tangible re-

lationship between the quality of management indicators and the effectiveness of decision-making in

the evaluated context. Although not a perfect relationship, it suggests that better performance in ma-

nagement indicators can positively influence decision-making.

The analysis demonstrates that there is a moderately strong relationship between management indi-

cators and decision-making. The statistical significance and the relatively high value of the correlation

coefficient (0.690) indicate that improving management indicators has the potential to positively im-

pact decision-making processes. This highlights the importance of strengthening management indi-

cators as part of a broader strategy to enhance organizational effectiveness and decision-making.

Discussion

Contrasting the results with the theoretical postulates, Ramírez and Quesada (2019) state that academic

performance is a fundamental indicator for evaluating the effectiveness of the educational system. It

reflects not only the knowledge acquired by students but also the quality of teaching, the commitment

of educators, and the efficacy of implemented pedagogical strategies.

Coefficients Variables IManagement

indicators Toma de decisiones

Rho de

Spearman

Management indicators

Correlation coefficient 1 0,690**

Sig. (2-tailed) - 0,000

N 72 72

Toma de decisiones

Correlation coefficient 0,690** 1

Sig. (2-tailed) 0,000 -

N 72 72

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

Instituto de Estudios Superiores de Investigación y Postgrado

According to Mero and Sáenz (2016), high academic performance is crucial for the personal and pro-

fessional development of students, as it opens doors to future opportunities in higher education and

the labor market. Furthermore, academic performance directly impacts the reputation of educational

institutions, being a decisive factor in the choice of schools and universities. Its measurement allows

institutions to identify areas for improvement and strengthen their educational practices to provide a

more comprehensive and quality education.

Within this context, Hernández and Fernández (2018) highlight the idea that the approval (or pass)

rate is an indicator that measures the proportion of students who successfully complete courses or

educational levels. This index is significant because it reflects the educational system's capacity to en-

sure that students achieve established learning objectives. According to Atencia (2024), a high approval

rate indicates that students have successfully assimilated the content, reflecting appropriate teaching

and a favorable learning environment. Conversely, a low approval rate could indicate problems with

teaching methodology, available resources, or the support provided to students, which may necessi-

tate implementing improvement strategies such as reinforcement programs or modifications to as-

sessment methods.

From the perspective of Atencia (2023), the school dropout rate is a critical indicator that reflects the num-

ber of students who leave their studies before completing an educational cycle. Therefore, a high dropout

rate is a cause for concern, as it implies that many students are unable to continue their education due

to various factors, such as economic or family problems, or a lack of motivation. School dropout affects

the social and economic development of a community, as those who leave school are less likely to access

quality employment and contribute less to collective well-being. Combating school dropout requires in-

terventions that improve accessibility, educational quality, and the emotional and academic support pro-

vided to students to ensure everyone has the opportunity to complete their education.

Likewise, García et al. (2018) indicate that the student-teacher relationship is an important component

for educational success, as a positive bond between the two fosters learning, personal development,

and student motivation, as students feel supported and understood by their educators. Effective in-

teraction allows teachers to adapt their teaching methods to the individual needs of students, facili-

tating comprehension and the achievement of academic objectives. Furthermore, a good relationship

strengthens the school climate and promotes the active participation of students in the educational

process. Fostering these relationships is crucial for creating inclusive and collaborative learning envi-

ronments that favor student academic success and comprehensive development.

For Atencia (2024), the cost per student is an economic indicator that measures the amount of financial

resources invested for each student in an educational institution. This indicator is fundamental for as-

sessing the efficiency of resource use and the financial sustainability of the educational system. Accor-

ding to Sánchez (2020), an adequate cost ensures that the necessary materials, services, and supports

can be provided to guarantee quality education. However, it is important to balance cost with educa-

tional outcomes; a high cost does not always translate into better results, so institutions must seek an

efficient allocation of resources that maximizes academic performance and student well-being.

Continuing this line of thought, Camacho et al. (2021) point out that administrative processing time is

an indicator that measures the speed with which administrative processes are managed in an educa-

tional institution, such as enrollment, registrations, and the resolution of procedures related to student

performance. According to Camacho et al. (2021), reduced processing time is key to ensuring process

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Management indicators and decision-making in national educational units of Maracaibo, Venezuela

efficiency and the satisfaction of students and their families. Fast administrative procedures facilitate

access to education, reduce the administrative burden for teachers and administrators, and allow re-

sources to be used more effectively to improve teaching and learning. Conversely, slow processes

can cause frustration and demotivation, harming the perception of the institution's quality.

According to Santos (2024), the incorporation of technology in the classroom has revolutionized con-

temporary education, offering more dynamic and personalized access to knowledge. The use of digital

tools facilitates interactive teaching methods, access to global educational resources, and collaboration

between students and teachers, overcoming the limitations of traditional approaches. Furthermore,

technology in the classroom promotes the development of digital competencies essential for students'

professional futures. Its proper implementation can increase academic performance and motivation,

but it is necessary to provide appropriate training for teachers and ensure equitable access to te-

chnological resources to avoid creating digital divides that affect certain student groups.

According to Atencia (2023), teacher training in innovation is decisive for educators to adapt to chan-

ges in teaching methods and the new demands of students. Continuous training in innovative strate-

gies allows teachers to improve their pedagogical practices, implement new technologies and didactic

approaches, and foster critical and creative thinking in their students. This type of training contributes

to the professional development of teachers, increasing their confidence in their work and teaching

efficacy. Furthermore, it favors the creation of a dynamic and stimulating learning environment, aligned

with global educational trends.

According to Fonseca et al. (2024), innovative projects in the educational field are crucial for improving

teaching and learning processes, providing creative and efficient solutions to the challenges of the

educational system. Implementing innovative initiatives, such as the use of technology, project-based

learning, or student-centered pedagogical approaches, can transform the classroom into a more in-

teractive and engaging space. These projects not only benefit students by stimulating their creativity

and motivation but also allow teachers to update their teaching methods, test new tools, and assess

academic progress more effectively. The successful implementation of these initiatives promotes edu-

cational change, favoring a more flexible environment adapted to the needs of 21st-century students.

Likewise, Mendoza and Technologys (2022) affirm that academic performance is a key indicator of edu-

cational quality, as it reflects the level of success and learning that students achieve throughout their

education. Good academic performance not only evidences the individual capabilities of students but

also the effectiveness of teaching strategies, the school environment, and the resources available.

For their part, Donoso et al. (2018) point out that academic results are fundamental for decision-ma-

king in educational institutions, as they help identify areas for improvement in teaching, support the

evaluation of pedagogical strategies, and allow for the design of interventions that favor the com-

prehensive development of students. Furthermore, outstanding academic performance increases stu-

dents' opportunities in their future academic and professional lives, contributing to the social and

economic development of the community.

According to Ferreiro et al. (2020), the approval (or pass) rate serves as a parameter to measure the effec-

tiveness of the educational system and students' ability to face academic challenges. Therefore, a high ap-

proval rate indicates that students are achieving the required knowledge and skills, while a low rate could

reflect failures in teaching, assessment methodologies, or even in the type of support provided to students.

Deinny José Puche Villalobos and Savier Fernando Acosta Faneite

Instituto de Estudios Superiores de Investigación y Postgrado

According to Barzaga et al. (2019), this indicator is important for educational authorities, as it provides

valuable information about the quality and equity of access to education. According to Atencia (2023),

the school dropout rate is a critical indicator for understanding the challenges students face throug-

hout their educational journey.

Conclusions

The correlation analysis between management indicators and decision-making, based on the admi-

nistrators' results, reveals a strong and positive relationship between both variables. The correlation

coefficient of 0.888 indicates a robust association, suggesting that as management indicators improve,

so does the quality and effectiveness of decision-making. The statistical significance (p=0.000) confirms

that this relationship is not a product of chance, reinforcing the idea that efforts to optimize mana-

gement indicators can have a direct impact on decision-making processes within the institution.

On the other hand, the results obtained from teachers show a moderate correlation between the

same indicators, with a correlation coefficient of 0.690. Although the relationship is positive and sig-

nificant (p=0.000), the correlation is not as strong as in the case of administrators. This suggests that

while improving management indicators also affects decision-making, the impact is not as pronoun-

ced. This could reflect differences in perceptions and the direct influence that teachers have on the

decision-making process compared to administrators.

The results indicate that both administrators and teachers agree on the existence of a significant re-

lationship between management indicators and decision-making, but the strength of this relationship

varies by group. Administrators perceive a stronger correlation, which could indicate a greater direct

influence of management indicators on their decision-making capacity. In contrast, teachers, while

acknowledging the relationship, observe a less marked connection. These results suggest that conti-

nuous improvement in management indicators has the potential to positively influence decision-ma-

king, although the degree of impact may depend on the hierarchical position within the institution

and the specific role each group plays.

Confidentiality: Not applicable.

Funding: This work has not received any type of funding.

Conflict of interest: The authors declare that they have no conflicts of interest.

Artificial intelligence use statement: The authors of this article declare that we have not used

Artificial Intelligence in its preparation.

CRediT Authorship statement

Author Roles performed

DJPV Preparation, creation, and/or presentation of the published work, specifically writing the original draft (including

substantive translation).

SFAF Preparation, creation, and/or presentation of the published work by members of the original research group,

specifically critical review, commentary, or revision—including stages before or after publication.

REDIP, Revista Digital de Investigación y Postgrado, E-ISSN: 2665-038X

Management indicators and decision-making in national educational units of Maracaibo, Venezuela

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Article received: August 14, 2025

Article accepted: September 4, 2025

Approved for layout: September 9, 2025

Publication date: January 10, 2026

Notes on the authors

* Deinny José Puche Villalobos holds a Latin American Doctorate in Education: Public Policy and Teaching Profession, an

M.Sc. in Biology Teaching, and a Bachelor's Degree in Education with a mention in Biology. He is a professor at the

Central University of Venezuela, Caracas, Venezuela. Email: deinnypuche@gmail.com

** Savier Fernando Acosta Faneite holds a Doctorate in Educational Sciences and a Postdoctorate in Higher Education

Management. He is a Biology teacher at the University of Zulia, Maracaibo, Venezuela. Email: savier.acosta@gmail.com