The prioritization of improving the performance of teachers as a quality criterion in university education

Abstract

In the university educational context, quality in education is a complex issue (Bodero, 2014) both in its definition and in the way it is evaluated; Therefore, it is a process that every university institution takes into account when explaining its academic and formative work in society. Educational quality is divided into multiple factors, such as adequate infrastructure, technological component, efficient administrative staff, among others. However, the most relevant factor is the quality of its teachers, since they are the ones who have the educational function of introducing the student to their respective science or scientific discipline of study and training, where they prepare them to function in the professional and human field. (Sanz et al., 2014). However, it is not enough for the teacher to teach his class, assign homework and apply an exam. Its function transcends beyond the classroom, becoming the most important indicator in terms of educational quality. It is for this reason that, although educational quality has different components, strengthening the quality of performance of its teachers should be prioritized.