Processes of teacher improvement at Universidad de Tarapacá and its relationship with performance indicators

This paper presents an analysis of the teacher qualification strategy implemented in recent years by Universidad de Tarapacá, Chile, based on its relationship with some performance indicators associated with the teaching-learning process. For this, the quantitative approach is used with the intention of demonstrating the associations between this qualification and the characteristics of teaching category, level of training, failure of courses, desertion, final grades and evaluations in opinion questionnaires of the teacher’s work. In addition to this, the qualitative approach is used to deepen the findings found quantitatively through focal groups and interviews.