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For years, Panama has implemented mechanisms to monitor the quality of education, unfortunately these fail to align with the needs of key stakeholders: teachers, students and parents. One of the causes refers to the fact that the design of these mechanisms responds to neoliberal policies, which do not concern themselves with diversity, the context of target communities and the needs of teachers in their different realities. Therefore, this research aims to know the different perceptions of educators on educational quality and teacher performance. In addition, it seeks to know what are the factors that influence both variables. It is a mixed study, transactional, correlational. The "Pearson correlation coefficient" was used to determine the correlation between variables. 100 teachers from different public schools nationwide participated.
The results show a positively high correlation between educational quality and teacher performance (r = 0.759). Teachers mention the existence of factors that influence educational quality, beyond teaching performance, for example: technical-pedagogical support, bureaucracy in processes, unfair teacher evaluation, types of students, initial and continuing training, among others.
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