University Accreditation Procedure and Teaching Performance

The main objective of this book is to analyze the university accreditation procedure related to teaching performance. Because it establishes a relationship between two variables, it is a bibliographic research study that assumes a causal design. The study measures the dimensions: accreditation model, university teaching planning, teaching and learning; the advancement of knowledge in teaching, facilitator, social responsibility and performance evaluation. The information was obtained through primary bibliographic sources.

The findings show that the factors have a significant impact both on the performance of the educator and on the certification of the educational career at the university level. The study is governed by the postpositivist paradigm and follows a non-experimental qualitative approach. The conclusion is reached that certain characteristics must be considered for a student, teacher or institution to be accredited where efficiency and social responsibility prevail, as well as all professional backgrounds; regular self-improvement studies; and evaluation of the participation in the pedagogical updating courses of the Ministry of Education should not be left aside at the time of accreditation.

The development of skills related to the improvement of learning is essential because there is support based on experience both at the level professional and personal, they must be acquired during their time of service, evaluating the experiences that the teacher has acquired during their working time also gives evidence of the educational quality.