<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2739-0063</journal-id>
<journal-title><![CDATA[Revista InveCom]]></journal-title>
<abbrev-journal-title><![CDATA[Revista InveCom]]></abbrev-journal-title>
<issn>2739-0063</issn>
<publisher>
<publisher-name><![CDATA[Asociación Investigadores Venezolanos de la Comunicación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2739-00632026000202114</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.17103808</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto de la calidad educativa en el clima escolar: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Impact of educational quality on school climate: A systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agüero Ynca]]></surname>
<given-names><![CDATA[Mónica Liliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>6</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2739-00632026000202114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2739-00632026000202114&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2739-00632026000202114&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La calidad educativa es un factor fundamental para garantizar entornos de aprendizaje inclusivos y efectivos, impactando directamente en el rendimiento académico, la convivencia y el bienestar socioemocional de los estudiantes. Este estudio tuvo como objetivo analizar, mediante una revisión sistemática, el impacto de la calidad educativa en el clima escolar. Para ello, se aplicó el protocolo PRISMA 2020 y se consultaron las bases de datos Scopus y SciELO, considerando publicaciones en español e inglés entre 2005 y 2025. La búsqueda inicial arrojo 110 estudios, de los cuales 21 fueron seleccionados tras aplicar criterios de inclusión y exclusión. Los hallazgos revelan que el liderazgo docente, la estabilidad institucional, la infraestructura y los recursos educativos son elementos clave para construir un clima escolar positivo. Además, se identificó que el apoyo familiar y la satisfacción laboral del profesorado inciden significativamente en la percepción de la calidad educativa. Programas inclusivos, la inversión en infraestructura y la apertura de espacios escolares durante fines de semana demostraron ser eficaces para reducir la violencia y fortalecer la convivencia. No obstante, la gestión desigual y la resistencia institucional al cambio limitan el impacto de estas iniciativas. En conclusión, la calidad educativa influye de manera directa en el clima escolar, y solo mediante la integración del liderazgo pedagógico, recursos adecuados y políticas sostenibles será posible consolidar entornos escolares equitativos y estimulantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Educational quality is a fundamental factor in ensuring inclusive and effective learning environments, directly impacting students' academic performance, social well-being, and socio-emotional well-being. This study aimed to analyze, through a systematic review, the impact of educational quality on school climate. To do so, the PRISMA 2020 protocol was applied and the Scopus and SciELO databases were consulted, considering publications in Spanish and English between 2005 and 2025. The initial search yielded 110 studies, of which 21 were selected after applying inclusion and exclusion criteria. The findings reveal that teacher leadership, institutional stability, infrastructure, and educational resources are key elements in building a positive school climate. Furthermore, family support and teacher job satisfaction were identified as significantly impacting the perception of educational quality. Inclusive programs, investment in infrastructure, and opening school spaces on weekends proved effective in reducing violence and strengthening social well-being. However, uneven management and institutional resistance to change limit the impact of these initiatives. In conclusion, educational quality directly influences school climate, and only through the integration of pedagogical leadership, adequate resources, and sustainable policies will it be possible to consolidate equitable and stimulating school environments.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[calidad educativa]]></kwd>
<kwd lng="es"><![CDATA[clima escolar]]></kwd>
<kwd lng="es"><![CDATA[liderazgo docente]]></kwd>
<kwd lng="en"><![CDATA[educational quality]]></kwd>
<kwd lng="en"><![CDATA[school climate]]></kwd>
<kwd lng="en"><![CDATA[teacher leadership]]></kwd>
</kwd-group>
</article-meta>
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