Pedagogical Support and Teacher Preformance: A Case Study of Social Sciences Teachers in the Dominican Republic

Abstract

Introduction: The teaching of Social Sciences at the Dominican secondary level faces critical challenges stemming from the disconnect between pedagogical support and teacher performance. Objective: This study aims to analyze pedagogical support and teacher performance in a specific context in the Dominican Republic. Method: A non-experimental, correlational design was used, combined with a theoretical review and direct observation of the reality in the research context. Three instruments were employed for data collection: an observation guide, a questionnaire, and a semi-structured interview guide. These instruments were selected for their ability to provide complementary information and their consistency with the research objective. Results: The results reveal a high level of teacher willingness to use a hybrid modality in the pedagogical process with the use of information technology. However, pedagogical effectiveness is limited by inadequate infrastructure, curriculum overload, and the need for support that transcends bureaucratic supervision toward practical and humanistic mentoring. Conclusion: Strengthening the teaching performance of Social Sciences requires a culture of continuous and collaborative support, backed by contextualized resources and technical training, which allows students to become active participants in their own learning.