Managerial skills and educational quality in Paita in the context of ICT and artifical intelligence integration. Secondary analysis of a principal census and a digital governance proposal

Abstract

The main objective was to analyze the relationship between managerial skills and perceived educational quality among principals of secondary schools in Paita and to explore its implications for the current integration of information and communication technologies and artificial intelligence. The methodology involved a secondary analysis of García Reto’s 2017 report, using the same sample population of 20 principals from 20 schools in the district. The 18-item questionnaire, response distributions, and reported Spearman’s correlations were reviewed. The discussion was supplemented with literature and institutional documents consulted through November 2026. The results show that the original report indicates positive associations between educational quality and overall managerial skills (rho = 0.947), managerial action (0.919), strategic action (0.874), and leadership (0.868), with p < 0.001. Fifty-five percent reported frequently using achievement indicators, and 60% reported frequently evaluating outcomes. Quality was assessed based on principals’ evaluations, not through direct consultation with students. It is proposed to integrate ICT through verifiable records and monitoring of agreements, and AI through supervised assistance for planning and analysis. These factors were not measured in the original survey. It is concluded that the associations support examining leadership capabilities, without establishing causality. Technological integration requires skills, equity, and accountability for decisions. ChatGPT was used to assist in the preparation of this manuscript.