Teaching Performance in the Teaching-Learning Process of Adolescents: A Systematic Review

Abstract

Teaching performance is one of the most influential school factors in educational quality and student learning outcomes. In the particular case of the adolescent population, characterized by profound cognitive, socio-affective, and motivational changes, the teacher’s role acquires unique relevance. The objective of this study was to analyze, through a systematic literature review, the main scientific findings on teaching performance in the teaching-learning process of adolescents. The PRISMA 2020 statement was followed for the identification, selection, and synthesis of studies published between 2012 and 2026 in the Scopus, Web of Science, SciELO, Redalyc, Dialnet, and Google Scholar databases. A total of 48 empirical studies, meta-analyses, and normative documents that met the eligibility criteria were included. The results were organized into six core dimensions of teaching performance: pedagogical-didactic competencies, socio-emotional and communicative skills, use of digital technologies, formative assessment practices, continuous professional development and training, and the normative context (Framework for Good Teaching Performance). It is concluded that effective teaching performance in adolescent education is multidimensional and requires the articulated development of technical, socio-emotional, and digital competencies, framed within educational policies that promote continuous training and systematic pedagogical support.