Performance and the Professionalization of Higher Education Faculty

Abstract

The overall objective of this study is to propose a strategy for improving the professional performance of faculty members in higher education. The research focuses on the role of faculty members, as well as on the actions of administrators and coordinators of degree programs and courses, as agents directly involved in the process of faculty professional development. It is considered that the coordination among these actors is a determining factor in improving the quality of education, with students—and, more broadly, society—as the primary beneficiaries. To carry out the study, a quantitative approach was adopted, utilizing theoretical, empirical, and statistical-mathematical methods. Data collection and analysis were conducted using content analysis and statistical methods, complemented by methodological triangulation, ensuring greater rigor and validity of the results. The results highlight both weaknesses and strengths in teachers’ professional performance, underscoring the need for integrated institutional strategies that promote continuing professional development, pedagogical coordination, and efficient academic management. The conclusions reached are scientifically grounded and offer relevant insights for improving teaching practice and the quality of higher education.