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This study optimizes academic management in educational institutions in the Juanambú subregion, Nariño, Colombia, through a procedural manual for institutional self-evaluation. It addresses issues such as the lack of standardization in formats and terminology, insufficient process monitoring, and variable teacher commitment. A holistic and projective approach was used, with a field-based, cross-sectional, contemporary, and univariable design. The population included 592 teachers and administrators from 25 institutions, with 111 participants selected through convenience sampling. Data were collected using a bimodal questionnaire with 80 questions exploring four key synergies: format management, terminological standardization, continuous monitoring, and teacher commitment. The instrument's validity was established through expert judgment and statistical tests, with a Cronbach's Alpha reliability of 0.949. The analysis revealed the interdependence of these synergies and their impact on the success of self-evaluation processes. A correlation matrix highlighted significant relationships between standardization, terminological clarity, monitoring, and teacher commitment, emphasizing their integration into a common framework. The outcome was a procedural manual as an integral tool to standardize and systematize self-evaluation practices, fostering a culture of continuous improvement and enhancing educational quality through efficient resource and process management. The proposed approach is replicable in other educational contexts, advancing toward structured and effective self-assessment.
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.
