Self-perception of the managerial performance of teaching staff focused on the use of ICT at UPTZ, Cabimas campus.

Background: The integration of Information and Communication Technologies (ICT) in Venezuelan higher education is a regulatory mandate that, nevertheless, faces significant gaps in its effective implementation. At the Universidad Politécnica Territorial del Zulia (UPTZ), Cabimas Extension, a marginal incorporation of technological resources into the teaching strategies of the Administration and Public Accounting programs has been identified, which, according to institutional reports and faculty perception, could be affecting the quality of the educational process. Objective: To analyze the self-perception of the managerial performance of university faculty focused on the use of ICT in the undergraduate programs of Administration and Public Accounting at UPTZ, Cabimas Extension, Zulia State, Venezuela. Methods: This research is framed within the positivist paradigm, using a quantitative approach, a field-based type, a descriptive level, and a non-experimental cross-sectional design. The population and census sample consisted of twenty-two (22) tenured and adjunct faculty members. A structured 26-item questionnaire with a five-point Likert scale was administered, validated through the judgment of three experts, and achieving a Cronbach's Alpha reliability of 0.92. Data analysis was conducted using descriptive statistics. Results: Severe limitations were evident: 9 faculty members (40.9%) almost never or never address pedagogical-curricular guidelines with an ICT focus; 10 faculty members (45.5%) present deficiencies in the techno-digital dimension. Regarding managerial functions, 11 faculty members (50.0%) almost never plan with ICT, 12 faculty members (54.5%) exhibit shortcomings in organization, and 13 faculty members (59.1%) in evaluation. Furthermore, 12 faculty members (54.5%) almost never or never use ICT for pedagogical mediation, with 0 faculty members (0.0%) recorded in the "Always" category. Conclusions: There is a pronounced managerial deficit and low pedagogical integration of ICT in the university practice at UPTZ Cabimas Extension. Teacher training programs in digital competencies, the strengthening of academic leadership, and investment in technological infrastructure and connectivity are recommended