The Perception of Teachers Regarding Entropy in University Institutional Management

Wong-Cabanillas F.J.; Suyo-Vega J.A.; Meneses-La-Riva M.E.; Parave Y.Z.; Soria-Cuellar F.T.; Tinoco-Gómez O.R. · Journal of Educational and Social Research (2024) · DOI: 10.36941/jesr-2024-0058

Resumen

University Entropy from the Teachers' Perspective Highlights Challenges in Terms of Structure, Communication, or Resource Management Efficiency. The study aims to determine teachers' perception of entropy in university institutional management. The methodology employed was quantitative, descriptive level, cross-sectional, and non-experimental in design. The population consisted of 300 teachers from various public universities in Lima who voluntarily participated. A key characteristic was that the universities had obtained institutional licensing. The entropy instrument has 2 dimensions: management and metamanagement, with 16 items using a dichotomous scale. It was validated by experts and subjected to a pilot test for reliability, obtaining a KR20 of 0.87. The study results revealed that entropy associated with the licensing process is perceived at high and medium levels, reflecting the persistence of fear, anxiety, uncertainty, and controversy regarding potential loss of autonomy. This autonomy is considered crucial in the university setting as it contributes to the development of critical thinking and professional formation of students. It is concluded that there is an urgent need to adopt a more holistic and reflective approach to address the challenges facing the education system in its constant pursuit of excellence and continuous improvement. This implies avoiding the influence of political control and management in the academic sphere, thus allowing for a more conducive environment for the overall growth and development of higher education.

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad César Vallejo; Universidad Nacional de Educación Enrique Guzmán y Valle