Academic Standards and Educational Quality of Teachers at a Public University

Sotomayor Chahuaylla José Abdón, Silvia Soledad Lopez Ibañez, Escalante Cárdenas Mauricio Raúl, Soto Pareja Máximo, Lima Bendezú María Patricia

Research output: Contribution to journalArticlepeer-review


The practical improvement of educational processes, including higher level ones, has as an important precedent critical reflection and the establishment of solid academic norms with scientific bases. The present investigation was raised as a general objective: To determine the effects of academic standards and their relationship with teaching quality at the Micaela Batidas de Apurímac National University. For which a questionnaire was applied to a total of 256 professors, with the objective of verifying the degree of knowledge of the professors about the academic norms that affect the characteristics of the curricular quality of the University. In addition, a consultation was carried out with experts that was processed with the Entropy method. The main results found were that there is an average level of knowledge of teachers regarding academic standards, represented by 44.1%. Teachers have a direct participation in the normative technical process in 70.3%. As conclusions, the degree of knowledge of the academic norms was determined, that significantly affect the characteristics of curricular quality. It was identified that the use of academic standards significantly affects the technical conditions of academic quality.

Original languageEnglish
Pages (from-to)1180-1192
Number of pages13
JournalMigration Letters
StatePublished - 2023


  • Entropy
  • academic standards
  • principles of didactic quality
  • teacher quality


Dive into the research topics of 'Academic Standards and Educational Quality of Teachers at a Public University'. Together they form a unique fingerprint.

Cite this