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El objetivo del estudio fue establecer la relacion, por asociacion, entre el uso pedagogico de Facebook, teniendo en cuenta: el uso, adopcion y proposito; y la autoeficacia docente,  considerando las estrategias de ensenanza, gestion del aula y participacion escolar. Por ello se uso un diseno descriptivo correlacional y se elaboro un «Cuestionario para Docentes de Secundaria sobre el Uso Pedagogico de Facebook» y una «Escala de Autoeficacia Docente del Profesor de Secundaria» teniendo en cuenta referentes teoricos e investigaciones que avalan su pertinencia para las variables de estudio. La muestra estuvo constituida por 50 docentes de secundaria quienes usan Facebook con fines pedagogicos en siete  escuelas publicas de Lima (Peru). Los resultados se analizaron con pruebas estadisticas no parametricas, evidenciando la existencia de asociacion entre el uso pedagogico de Facebook y la autoeficacia docente; sin embargo no sucede lo mismo entre todas las subvariables de estudio. En efecto, solo existe relacion entre adopcion y estrategias de ensenanza; proposito y gestion del aula; uso y estrategias de ensenanza; asi como uso y compromiso docente. A partir de estos hallazgos se puede inferir que el uso pedagogico de Facebook ayuda al docente a configurar: un camino alternativo para ensenar (estrategias de ensenanza), un recurso para generar un ambiente afectivo de aprendizaje (gestion del aula) y un medio para despertar el interes y motivar al alumno (Compromiso docente). Con estos resultados se concluye que Facebook es una herramienta valida para el proceso de ensenanza-aprendizaje cuya profundizacion permitira establecer nuevas lineas de investigacion. Abstract The aim of the study was to establish the relationship, by association, between the pedagogical usage of Facebook, taking into account: the usage, adoption and purpose; and teacher’s self-efficacy; considering teaching strategies, classroom management and school participation. It is therefore used a descriptive correlational design and developed a "Questionnaire for high school teachers on the pedagogical usage of Facebook" and a "Teacher’s Self-Efficacy Scale for high school teachers» were elaborated considering theoretical framework and research supporting their relevance to the study variables. The sample consisted of 50 high school teachers who usage Facebook for educational purposes in seven public schools in Lima (Peru). The results were analyzed with non parametric stadistical test, demonstrating the existence of association between the educational usage of Facebook and the teacher’s self-efficacy; however, this has not been proven true among all sub-variables in study. In fact, there is a connection only between adoption and teaching strategies; purpose and classroom management; use and teaching strategies; as well as usage and teacher’s commitment. From these findings it can be inferred that the pedagogical usage of Facebook helps the teacher set: an alternative means of teaching (teaching strategies), a resource to generate an affective learning environment (classroom management) and a way to wake interest and motivate students (teacher’s commitment). These results conclude that Facebook is a valid tool for the teaching-learning process whose depth will establish new lines of research.

Uso pedagógico de Facebook y su contribución en la autoeficacia docente / Pedagogical usage of Facebook and its contribution in teachers self-efficacy