Autopercepción docente y aprendizaje estudiantil: un análisis sobre su relación mediante experimentos de lista
No. 103 | 2026-08-31Autor/a(es/as)
-
José David GonzálezUniversidad de los Andes
-
Sofía Charry TobarUniversidad de los Andes
Resumen
El docente es determinante en la calidad educativa, aunque no existe consenso sobre qué define a un maestro efectivo. Este artículo analiza características docentes usualmente omitidas, como autoeficacia, motivación y resistencia al cambio, mediante experimentos de lista para reducir el sesgo de deseabilidad social. Con datos de 96 docentes del programa Aprender para Soñar en Bogotá, se encuentra subdeclaración en actitudes sensibles en mediciones directas, especialmente entre docentes con contrato provisional. En cuanto a la efectividad docente, una mayor preferencia por la estandarización frente a la personalización y una mayor valoración de la retroalimentación se correlacionan con mayores logros en matemáticas. En lectura, un mayor aprendizaje se relaciona con la formación de posgrado del docente. Los resultados evidencian la utilidad de métodos indirectos para captar creencias sensibles y sugieren que las evaluaciones docentes tradicionales podrían subestimar el papel de factores actitudinales en el aprendizaje de los estudiantes.
Referencias
Ahn, I., Chiu, M. M., & Patrick, H. (2021). Connecting teacher and student motivation. Contemporary Educational Psychology 64. https://doi.org/10.1016/j.cedpsych.2021.101950
Aronow, P. M. (2015). A general method for detecting interference between units. Sociological Methods & Research, 44(3), 431-451.
Aukrust, V. G. (2008). Young children’s language input and literacy. International Journal of Early Childhood, 40(2), 123-138.
Ayala-Guerrero, M. (2017). Efecto de los docentes provisionales sobre desempeño escolar: evidencia para la educación secundaria oficial en Colombia [Tesis de maestría, Universidad de los Andes]. https://hdl.handle.net/1992/13902
Banerjee, A. V., Banerji, R., Duflo, E., Glennerster, R., & Khemani, S. (2017). From proof of concept to scalable policies. Challenges and solutions, with an application. Journal of Economic Perspectives, 31(4), 73-102. https://doi.org/10.1257/jep.31.4.73
Banerji, R., & Chavan, M. (2016). Improving literacy and math instruction at scale. Journal of Educational Change, 17(4), 453-475. https://doi.org/10.1007/s10833-016-9285-5
Barón, J. D., Bonilla, L., Cardona-Sosa, L., & Ospina, M. (2014). ¿Quiénes eligen carreras en educación en Colombia? Caracterización desde el desempeño en las pruebas Saber 11°. Revista Desarrollo y Sociedad, 74, 133-179. https://doi.org/10.13043/dys.74.3
Barrera-Osorio, F., Maldonado, D., & Rodríguez, C. (2012). Calidad de la educación básica y media en Colombia: Diagnóstico y propuestas (Documentos de Trabajo, 126). Facultad de Economía. Universidad del Rosario. https://bit.ly/4bmYxyu
Blair, G., & Imai, K. (2011). Explaining attitudes toward undocumented immigration: The role of language in list experiments. American Political Science Review, 105(2), 396-409.
Blair, G., & Imai, K. (2012). Statistical analysis of list experiments. Political Analysis, 20(1), 47-77. https://doi.org/10.1093/pan/mpr048
Bonilla-Mejía, L., & Galvis, L. A. (2011). Desigualdades en la distribución del nivel educativo de los docentes en Colombia (Documentos de Trabajo sobre Economía Regional, 151). Banco de la República. https://bit.ly/4xlaT2D
Bonilla-Mejía, L., Londoño, E., Cardona-Sosa, L., & Trujillo-Escalante, L. D. (2018). ¿Quiénes son los docentes en Colombia? Características generales y brechas regionales (Documentos de Trabajo sobre Economía Regional, 276). Banco de la República. https://doi.org/10.32468/dtseru.276
Breiman, L. (2001). Random Forests. Machine Learning, 45(1), 5-32. https://doi.org/10.1023/A:1010933404324
Campbell, R. J., Robinson, W., Neelands, J., Hewston, R., & Mazzoli, L. (2007). Personalised learning. Ambiguities in theory and practice. British Journal of Educational Studies, 55(2), 135-154.
Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring teacher impacts II: Teacher Value-Added and Student Outcomes in Adulthood. American Economic Review, 104(9), 2633-2679.
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). How and why do teacher credentials matter (Working Paper, 2). National Center for Analysis of Longitudinal Data in Education Research.
Corstange, D. (2009). Sensitive questions, truthful answers? Modeling the list experiment with LISTIT. Political Analysis, 17(1), 45-63.
Croninger, R. G., Rice, J. K., Rathbun, A., & Nishio, M. (2007). Teacher qualifications and early learning: Effects of certification, degree, and experience on first-grade student achievement. Economics of Education Review, 26(3), 312-324.
Dixit, A. (2002). Incentives and organizations in the public sector. An interpretative review. Journal of Human Resources, 37(4), 696-727.
Edwards, A. L. (1953). The relationship between the judged desirability of a trait and the probability that the trait will be endorsed. Journal of Applied Psychology, 37(2), 90-93.
Efron, B. (2024). Empirical Bayes. Concepts and methods. En J. Berger, X. Meng, N. Reid, & M. Xie (Eds.), Handbook of Bayesian, fiducial, and frequentist inference (pp. 8-34). Chapman and Hall. https://doi.org/10.1201/9780429341731
Elacqua,G , Marotta, L, & Morales, C. (2025). Docentes temporales en América Latina (Nota Técnica, IDB-TN-3131). Banco Interamericano de Desarrollo. https://doi.org/10.18235/0013515
Ferris, J. M. (1992). School-based decision making. Educational Evaluation and Policy Analysis, 14(4), 333-346.
Fundación Aprender a Quererte —FAAQ (2024). Informe de resultados Enseñar al nivel adecuado (ENAd). Piloto 2024. https://www.fundacionaprenderaquererte.org/_files/ugd/2a1c3c_b312503111134c2db20f1d932cfa64b6.pdf
García, S., Maldonado, D., Perry, G., Rodríguez, C., & Saavedra, J. E. (2014). Tras la excelencia docente: cómo mejorar la calidad de la educación para todos los colombianos. Fundación Compartir. https://mapeal.cippec.org/wp-content/uploads/2014/05/FUNDCOMPARTIR-Tras-la-excelencia-docente.pdf
García, S., Maldonado, D., & Rodríguez, C. (2018). Educación básica y media en Colombia: diagnóstico y recomendaciones de política (Documentos de Trabajo Escuela de Gobierno Alberto Lleras Camargo, 56). Universidad de los Andes https://repositorio.uniandes.edu.co/server/api/core/bitstreams/2e3f78b0-4a29-4e62-a559-f5c82dcd0c41/content
Gilens, M., Sniderman, P. M., & Kuklinski, J. H. (1998). Affirmative action and the politics of realignment. British Journal of Political Science, 28(1), 159-183.
Gilraine, M., Gu, J., & McMillan, R. (2020). A new method for estimating teacher value-added (Working Paper, n. 27094). National Bureau of Economic Research. https://doi.org/10.3386/w27094
Glynn, A. N. (2013). What can we learn with statistical truth serum? Design and analysis of the list experiment. Public Opinion Quarterly, 77(1), 159-172. https://doi.org/10.1093/poq/nfs070
Goldhaber, D. D., & Brewer, D. J. (2000). Does teacher certification matter? Educational Evaluation and Policy Analysis, 22(2), 129-145.
Gunawardena, M., Bishop, P., & Aviruppola, K. (2024). Personalized learning: The simple, the complicated, the complex and the chaotic. Teaching and Teacher Education, 139(104429.
Hanushek, E. A. (1971). Teacher characteristics and gains in student achievement: Estimation using micro data. American Economic Review, 61(2), 280-288.
Hanushek, E. A. Hanushek, E. A. (1992). The tradeoff between child quantity and quality. Journal of Political Economy, 100(1), 84-117.
Hanushek, E. A. (2011). The economic value of higher teacher quality. Economics of Education Review, 30(3), 466-479.
Hanushek, E. A. (2020). Education production functions. En S. Bradley & C. Green (Eds.), The Economics of Education (pp. 161-170). Oxford Academic Press. https://doi.org/10.1016/B978-0-12-815391-8.00013-6
Hanushek, E. A., Piopiunik, M., & Wiederhold, S. (2019). The value of smarter teachers: International evidence on teacher cognitive skills and student performance. Journal of Human Resources, 54(4), 857-899. https://doi.org/10.3368/jhr.54.4.0317.8619R1
Hanushek, E. A., Rivkin, S. G. (2006). Teacher quality. En Handbook of the Economics of Education (vol. 2, pp. 1051-1078). Elsevier B. V. https://doi.org/10.1016/S1574-0692(06)02018-6
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
Holmström, B., & Milgrom, P. (1991). Multitask principal-agent analyses. Incentive contracts, asset ownership, and job design. The Journal of Law, Economics, and Organization, 7, 24-52.
Ibrahim, A., Al-Kaabi, A., & El-Zaatrari, W. (2013). Teacher resistance to educational change in the United Arab Emirates. International Journal of Research Studies in Education, 2(3), 25-36. https://doi.org/10.5861/ijrse.2013.254
Imai, K. (2011). Multivariate regression for item count technique. Journal of the American Statistical Association, 106(494), 407-416. https://doi.org/10.1198/jasa.2011.ap10415
Janus, A. L. (2010). The influence of social desirability pressures on expressed immigration attitudes. Social Science Quarterly, 91(4), 928-946.
Jerrim, J., Prieto-Latorre, C., Marcenaro-Gutierrez, O. D., & Shure, N. (2024). Teacher self-efficacy, instructional practice, and student outcomes. Evidence from the TALIS Video Study. American Educational Research Journal, 62(2), 378-413.
Kane, T. J., & Staiger, D. O. (2008). Estimating teacher impacts (Working Paper, 14607). National Bureau of Economic Research. http://www.nber.org/papers/w14607
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). why minimal guidance during instruction does not work. An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ selfefficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76. https://doi.org/10.1016/j.edurev.2014.06.001
Koenker, R., & Gu, J. (2017). REBayes: An R package for empirical bayes mixture methods. Journal of Statistics Software, 82(8), 1-26. https://doi.org/10.18637/jss.v082.i08
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547-588. https://doi.org/10.3102/0034654318759268
Laboratorio de Economía de la Educación (2022). Docentes de educación básica y media en provisionalidad en Colombia (Informe de Análisis Estadístico Laboratorio de la Economía de la Educación de la Pontificia Universidad Javeriana, 55). https://lee.javeriana.edu.co/w/lee-informe-55.
Lauermann, F., & ten Hagen, I. (2021). Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes. Educational Psychologist, 56(4), 265-282.
https://doi.org/10.1080/00461520.2021.1991355
Lépine, A., Treibich, C, Ndour, C.T., Gueye, K., Vickerman, P. (2020). HIV infection risk and condom use among sex workers in Senegal: evidence from the list experiment method. Health Policy Plan, 35(4), 408-415. https://doi.org/10.1093/heapol/czz155
Levačić, R. (2009). Teacher incentives and performance. An application of principal-agent theory. Oxford Development Studies, 37(1), 33-46. https://doi.org/10.1080/13600810802660844
Mas-Colell, A., Whinston, M. D., & Green, J. R. (1995). Microeconomic theory, Oxford. Oxford University Press.
Miller, J. D. (1984). A new survey technique for studying deviant behavior [Tesis doctoral, The George Washington University]. https://
search.worldcat.org/title/A-new-surveytechnique-for-studying-deviant-behavior/oclc/12768382
Ministerio de Educación Nacional de Colombia — MEN (2022). Ficha Indicador: Tasa de Cobertura Bruta 2015-2022. https://portalsineb.mineducacion.gov.co/1782/articles-412165_cobertura_00.pdf
Mostafa, T., Echazarra A. & Guillou, H. (2018). The science of teaching science: An exploration of science teaching practices in PISA 2015 (Working Paper, 188). OECD Education.
Organization for Economic Co-operation and Development —OECD (2016). Education in Colombia. OECD Publishing.
OECD (2019). PISA 2018 results. Volume II. Where all students can succeed. OECD Publishing.
OECD (2022). PISA 2022 results. Volume I and II. Country Notes: Colombia. OECD Publishing.
Perera, H. N., & John, J. E. (2020). Teachers’ selfefficacy beliefs for teaching math. Relations with teacher and student outcomes. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101842
Petek, N., & Pope, N. G. (2023). The Multidimensional impact of teachers on students. Journal of Political Economy, 131(4), 1057-1107. https://doi.org/10.1086/722227
Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73, 417-458. https://doi.
org/10.1111/j.1468-0262.2005.00584.x
Robbins, H. (1964). Empirical Bayes. Annals of Mathematical Statistics, 35(1), 1-20.
Rockoff, J. E. (2004). The impact of individual teachers on student achievement. Evidence from panel data. American Economic Review, 94(2), 247-252. https://doi.org/10.1257/0002828041302244
Rockoff, J. E., Jacob, B., Kane, T. J., & Staiger, D. (2008). Can you recognize an effective teacher when you recruit one? (Working Papers, n. 14485). National Bureau of Economic Research. http://www.nber.org/papers/w14485
Rohrer, D., Dedrick, R. F. & Stershic, S. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107, 1-9. https://doi.org/10.1037/edu0000001
Saldarriaga-Vélez, O. J., & Vargas, C. M. (2015). Historical configuration of teachers in Colombia. Historia y Memoria de la Educación, 1(1), 287-318. https://doi.org/10.5944/hme.1.2015.13277
Shaywitz, S., & Shaywitz, B. (1996). Unlocking learning disabilities. The neurological basis. En S. C. Cramer & W. Ellis (eds.), Learning disabilities: Lifelong issues (pp. 255-260). Paul H. Brookes Publishing Co.
Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension, Santa Monica. RAND Corporation.
Todd, P. E., & Wolpin, K. I. (2003). Production function for cognitive achievement. Economic Journal, 113(485), 3-33.
Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects. Journal of Personnel Evaluation in Education, 11, 57-67. https://doi.org/10.1023/A:1007999204543
Zee, M., & Koomen, H. M. Y. (2016). Teacher selfefficacy. A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801
Licencia
Derechos de autor 2026 Desarrollo y Sociedad

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.