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Comprehensive teacher performance evaluation is considered a significant factor in students' academic performance. The objective of this systematic review is to analyze the existing literature from 2019 to 2024 on the impact of comprehensive teacher performance evaluation on teacher education in Ecuador in order to understand this phenomenon in depth. Methodology: the present systematic literature review has a qualitative approach that took as a basis for the selection of the 12 studies in Spanish and English various criteria from keywords and Boolean operators of thesauri, obtained from databases such as Google academic, Scopus, Scielo, Redalyc, Dialnet, Proquest, Erih Plus, DOAJ (Directorio De Revistas De Acceso Abierto), Latindex, the library and other databases of the Universidad César Vallejo, published between 2019 and 2024. Results: the comprehensive evaluation of teaching performance can contribute significantly to the development of teachers' professional competencies, encouraging reflection on practice, pedagogical innovation and commitment to continuous improvement. In addition, it was determined that there is a diversity of evaluation models implemented in Ecuadorian educational institutions according to the study of the 12 articles published in Spanish and English between the years 2019 - 2024. Conclusion: although the studies analyzed show a consensus on the importance of comprehensive teacher performance evaluation in Ecuador as a tool to improve the quality of education, the results obtained are varied and depend on multiple factors.
Vásquez et al. (Thu,) studied this question.
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