SUMMARY
The objective of this article is to determine the influence of monitoring, support and inter-learning on teaching performance in the area of high school Mathematics in Puno (Peru). This investigation was motivated by the results obtained by students in the Student Census Evaluation, as one of the components is the teaching factor in every pedagogical triangle. For this reason, a quantitative cross-sectional study with a descriptive-explanatory design was performed. The data were collected through a survey established by the Ministry of Education and the sample was comprised of 16 teachers of Mathematics. The results showed that monitoring, support, and inter-learning had a significant and positive influence on teaching performance. The present research shows that monitoring, support, and inter-learning have implications for teacher performance and, ultimately, for the quality of education provided to students. This strategy helps to identify teachers’ strengths and weaknesses, improve communication among teachers, and promote collaborative work. Therefore, it is important to implement effective programs of pedagogical monitoring and support in educational institutions to enhance the pedagogical practices of teachers.https://doi.org/10.26803/ijlter.22.5.24