Impact of management on educational quality at Chiriquí Malí and Finca 15 schools, Panama

The relationship between administrative management and educational quality remains a relevant issue in rural school settings, where institutional and pedagogical conditions tend to be more complex. In Panama, this discussion takes on special significance in schools associated with initiatives such as Escuela Nueva and Escuela Activa. Within this framework, the objective of this research was to determine how administrative management and educational quality are developed at the Chiriquí Malí and Finca 15 schools. The study was conducted using a quantitative approach, with a non-experimental, descriptive, cross-sectional design. Data collection involved questionnaires administered to teachers and parents, an interview with the principal, and academic achievement tests administered to students. The results show that administrative management was rated favorably in both schools, with a more consistent perception at Chiriquí Malí. However, educational quality showed similar overall results, while academic performance varied by grade, subject, and school. It is concluded that the stated objective was met and that administrative management represents an important component of school operations, although it is not sufficient on its own to explain educational quality.