Abstract:

Introduction:
In Colombia the National Accreditation Council (NAC), recognizes university satisfaction as a fundamental aspect based on the processes of Self-Assessment and Academic Self-Regulation in University Education Institutions - UEI. In this sense, student satisfaction has an impact in academic performance, which keeps students motivated to obtain better results, by belonging to an UEI classified as quality.

Purpose:
Analyze the university satisfaction in students of Early Childhood Education Program in the Faculty Education of the Pontificia Universidad Javeriana, Bogota – Colombia.

Theoretical Framework:
Student satisfaction has been highlighted by several authors such as Enache (2011), Blázquez, et. al. (2013) and Álvarez (2014); all of them considering satisfaction is obtained through achievements related to the academic experience. Likewise, the opinion of the students is important to improve the quality of the program to which they belong, the interactions with the teachers and classmates, as well as the facilities and equipment offered by the institution.

Methodology:
Descriptive quantitative cross-sectional study.
Participants. N=100 students of the Early Childhood Education Program, with ages between 17 and 26 years. Instruments and Procedure: For the Degree of Satisfaction, a standardized self-management form was applied on a Likert scale, which evaluated several components from 50 questions divided into 2 analysis criteria:
1) Capacity to Manage Stressful Situations – CMSS and Family Support and Academic Performance - FSAP.
2) Level of satisfaction with the Curriculum - SC; Teaching Staff - TS; Counseling and Guidance Services - CGS and Research Opportunities - RO.

Results:
According to the categories of analysis for CMSS, 66% (n=66) has the capacity to adequately handle stressful situations in academic spaces. For FSAP, 74% (n=74) state that they feel pressure and family demand to obtain good academic performance. In front of the SC, 76% (n=76) mention that the quality of the pedagogical practices contributes in their professional training and the SC fulfills their expectations. For the TS, 80% (n=80) understands that the pedagogical tools offered by the teacher are useful for their training and are satisfied with the feedback provided by teachers for their academic and professional training. In CGS, 53% (n=53) participated in the academic counseling program offered by the program and of these 32% (n=32) was satisfied with the care and guidance provided. For RO, only 6% (n=6) participated in research activities and 50% (n=50) has no knowledge of the research groups of the program. As also, 64% (n= 64) is dissatisfied with the information offered by the program about the research groups and the opportunity to belong to one of them.

Conclusions:
This study evidenced that the students of the Early Childhood Education Program feel satisfied with their formation process and with the academic spaces that the program offers them. Additionally, the program has to do with academic counseling where the student comes to solve their doubts around the suggested route of formation. And has to do with information about research groups and participation in them, which also leads students to develop skills in terms of what is expected as teachers in formation and future professionals. It is then necessary to design concrete strategies to resolve these shortcomings, as part of the academic quality of the program.

Keywords:

University Satisfaction, University Education Quality, Early Childhood Education.