Desempeño profesional docente en educación superior: Un Estado del Arte desde perspectivas teóricas, metodológicas y temáticas

Lilian Maritza  Cáceres-Macedo; María Elena  Rivera-Rojas; Carmen Rosa  Ponce de León Castillo; Washington Rubén  Huaranca-Romero; Norca Mirian  Delgado Pizarro Aragón

doi:10.47606/ACVEN/PH0514

Authors

Lilian Maritza Cáceres-Macedo Escuela de Educación Superior Pedagógica Pública de Arequipa. Perú https://orcid.org/0000-0001-8779-4955
María Elena Rivera-Rojas Escuela de Educación Superior Pedagógica Pública de Arequipa. Perú https://orcid.org/0009-0007-8370-9902
Carmen Rosa Ponce de León Castillo Escuela de Educación Superior Pedagógica Pública de Arequipa. Perú https://orcid.org/0000-0002-6492-5024
Washington Rubén Huaranca-Romero Escuela de Educación Superior Pedagógica Pública de Arequipa. Perú https://orcid.org/0000-0002-5791-0166
Norca Mirian Delgado Pizarro Aragón Escuela de Educación Superior Pedagógica Pública de Arequipa. Perú https://orcid.org/0009-0007-1489-2184

DOI:

https://doi.org/10.47606/ACVEN/PH0514

Keywords:

teaching performance, higher education, teacher evaluation, professional competencies, teacher professional development

Abstract

The transformation of higher education systems has heightened interest in faculty performance as a key determinant of quality in university teaching in recent years. Based on a review of the current state of the art, trends in university faculty performance during the 2019–2026 period were analyzed. A qualitative-documentary design was applied in accordance with the PRISMA 2020 guidelines, based on a search of six academic databases (Scopus, Web of Science, ERIC, SciELO, Redalyc, and Dialnet), from which 32 primary sources were selected. Four interpretive frameworks emerged: the competency-based approach, contributions from positive psychology, faculty professionalization, and organizational and critical perspectives. Quantitative approaches, specifically correlational and psychometric analyses, accounted for 71% of the empirical studies. The topics showing the greatest growth are technopedagogical training, performance evaluation linked to professional development, teachers’ personal resources, and institutional leadership. Some gaps persist, related to theoretical fragmentation and a scarcity of qualitative and longitudinal studies, as well as limited context-specific research from Latin America and the region. The conclusions highlight the need to create comprehensive frameworks that integrate the individual, institutional, techno-pedagogical, and sociocultural dimensions of teacher performance.

Downloads

Download data is not yet available.

References

Alifuddin, M., & Widodo, W. (2022). How is cultural intelligence related to human behavior? Journal of Intelligence, 10(1), 1–15. https://doi.org/10.3390/jintelligence10010003 DOI: https://doi.org/10.3390/jintelligence10010003

Arias Solis, N. E. (2023). Liderazgo directivo y desempeño docente en una unidad educativa peruana de nivel superior, periodo 2021. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 10263–10280. https://doi.org/10.37811/cl_rcm.v7i2.6118 DOI: https://doi.org/10.37811/cl_rcm.v7i2.6118

Buils, S., Arroyo Ainsa, P., Sánchez Tarazaga, L., & Esteve Mon, F. M. (2025). El desarrollo profesional del profesorado universitario en los marcos de competencias docentes. RIFOP: Revista Interuniversitaria de Formación del Profesorado, (Extra 100), 89–109. https://doi.org/10.47553/rifop.v100iNE.102737 DOI: https://doi.org/10.47553/rifop.v100iNE.102737

Cejas-León, R., & Navío-Gámez, A. (2020). Sobre la formación tecnopedagógica del profesorado. La visión de los expertos y formadores. Revista Iberoamericana de Educación Superior, 11(31), 150–164. https://doi.org/10.22201/iisue.20072872e.2020.31.711 DOI: https://doi.org/10.22201/iisue.20072872e.2020.31.711

Celis Toussaint, C. (2021). Propuesta de formación docente para profesores universitarios. Revista Latinoamericana de Estudios Educativos, 51(1), 255–281. https://doi.org/10.48102/rlee.2021.51.1.202 DOI: https://doi.org/10.48102/rlee.2021.51.1.202

Daniel, D., Muñoz Vera, J. V., Guamán Diaz, P. G., Peña Mendoza, E. R., & Cisneros Cisneros, J. D. (2025). Inteligencia Artificial en la Gestión Académica Universitaria para el Seguimiento y Mejora del Desempeño Docente. Ciencia Y Reflexión, 4(3), 1938–1976. https://doi.org/10.70747/cr.v4i3.565 DOI: https://doi.org/10.70747/cr.v4i3.565

Gómez Pedraza, M. G., Munévar, F. R., Prieto, B. L. A., & Fernández-Alonso, R. (2025). Propiedades psicométricas de la adaptación de la escala de grit académico con población colombiana y mexicana. Diversitas, 21(1), 1–15. https://doi.org/10.15332/22563067.10925 DOI: https://doi.org/10.15332/22563067.10925

Pinheiro, D., & Freire, S. (2024). Aportes teóricos para pensar la formación docente desde una perspectiva profesional. Formação Docente – Revista Brasileira de Pesquisa Sobre Formação de Professores, 15(34), 4–15. https://doi.org/10.31639/rbpfp.v15i34.717 DOI: https://doi.org/10.31639/rbpfp.v15i34.717

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71 DOI: https://doi.org/10.1136/bmj.n71

Ramos, L., & Rueda, M. (2020). Rasgos distintivos de las evaluaciones formativas para el desempeño docente. Perfiles Educativos, 42(169), 144-159. https://doi.org/10.22201/iisue.24486167e.2020.169.59287 DOI: https://doi.org/10.22201/iisue.24486167e.2020.169.59287

Rivas-Martínez, G.-I., Bañuelos-Gómez, F., & Ortiz, L. (2026). Diseño y validación de un instrumento para la evaluación del desempeño docente en la educación superior. Revista Iberoamericana de Educación Superior, 17(48), 61–81. https://doi.org/10.22201/iisue.20072872e.2026.48.1856 DOI: https://doi.org/10.22201/iisue.20072872e.2026.48.1856

Ruiz, R. D., & Troya, H. E. (2025). Liderazgo docente en la educación superior: revisión sistemática. Revista Scientific, 10(35), 171–193. https://doi.org/10.29394/Scientific.issn.2542-2987.2025.10.35.8.171-193 DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2025.10.35.8.171-193

Sun, J. (2022). Grit and resilience as predictors of creativity among Chinese English as a foreign language teachers. Frontiers in Psychology, 13, 923313. https://doi.org/10.3389/fpsyg.2022.923313 DOI: https://doi.org/10.3389/fpsyg.2022.923313

Vega, C., Sánchez, M., Rosano, G., & Amador, S. (2021). Competencias docentes, una innovación en ambientes virtuales de aprendizaje en educación superior. Apertura, 13(2), 6–21. https://doi.org/10.32870/ap.v13n2.2061 DOI: https://doi.org/10.32870/Ap.v13n2.2061

Widodo, W. (2021). Enhancing teachers' professional competence through grit, personality, and creativity. Management Science Letters, 11(4), 1299–1306. https://doi.org/10.5267/j.msl.2020.8.022 DOI: https://doi.org/10.5267/j.msl.2020.8.022

Widodo, W. (2024). Developing teacher contextual performance through school organizational culture and cultural intelligence. Al-Tanzim: Jurnal Manajemen Pendidikan Islam, 8(1), 59-72. https://doi.org/10.33650/al-tanzim.v8i1.5811 DOI: https://doi.org/10.33650/al-tanzim.v8i1.5811

Widodo, W., Damanik, J., Bastian, A., Chandrawaty, C., & Sariyo, H. (2024a). How cultural intelligence-based principal leadership affects teacher task performance: The mediating role of organizational culture and school governance. Journal of Intercultural Communication, 24(2), 172–185. https://doi.org/10.36923/jicc.v24i2.292 DOI: https://doi.org/10.36923/jicc.v24i2.292

Widodo, W., Sumadyo, B., Suparman, H., & Tjitrosumarto, S. (2024b). Developing teachers' professional performance based on dual intelligence: A mediation perspective. International Journal of Evaluation and Research in Education, 13(5), 2864–2875. https://doi.org/10.11591/ijere.v13i5.29363 DOI: https://doi.org/10.11591/ijere.v13i5.29363