Analysis of the determinants of the GIRD in an educational context from the teaching perspective

Abstract

This research aims to analyze the factors of GIRD in an educational context from the perspective of teachers. The design of is quantitative, with a cross section that covers the period August-December 2021, based on the empirical-analytical postulate with a descriptiveapproach. A non-probabilistic convenience sample of 168 professors from the Tecnológico Nacional de México Campus Coatzacoalcos was determined. An instrument on the perception of the GIRD was applied, which analyzes the planning and environmental culture of the GIRD, made up of 41 items, with a Likert scale, where 1 is totally disagree and 5 totally agree, with six determinants to be measured from teachers' perspective; planning, implementation, curricular, cognitive, affective and behavioral aspects. Teachers associate the GIRD with cognitive, affective and behavioral determinants but show weakness in implementation determinants and curricular aspects.