The aim of this study is to show evidence of the work performance factors and work performance levels of teachers at ITSA University Institution. It was framed within a positivist methodology, with a descriptive research nature, and a nonexperimental and transectional field design. A 26- item instrument was designed with a Likert-type scale version, and applied to a sample of 79 teachers and five school principals, for a total of 84 subjects. Although it was found that the performance factors are frequent and the performance levels are outstanding in school principals, they are not as frequent and outstanding in teachers. One of the problems identified is the weakness in work performance generated by a lack of internal communication, which causes dissatisfaction in the teaching staff and is explained by a failed feedback process. Therefore, it can be concluded that, in order to increase the frequency of teacher work performance factors and to achieve higher levels of teacher work performance, greater motivation is required, taking into account the importance of organizational communication as the mechanism for creating an optimal organizational climate.
