Comparación de la satisfacción laboral del Director Escolar y los Docentes

  1. Eileen Ramery-Gelpi 1
  2. Eufrasio Pérez Navío 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

Revista:
Revista Electrónica de Investigación y Docencia ( REID )

ISSN: 1989-2446

Año de publicación: 2016

Número: 15

Tipo: Artículo

DOI: 10.17561/REID.V0I15.2797 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista Electrónica de Investigación y Docencia ( REID )

Resumen

This article is the product of a research project that aimed to compare the degree of job satisfaction of the school principal and the teacher.We evaluated different aspects related to job satisfaction such as: gender, age, academic qualifications, years of experience, duties, authority, resources, professional development, and institutional environment. The study was conducted in different secondary schools located in East Orlando, Florida. A sample of 293 teachers and 37 principals were selected to participate in the study. A sample of 293 teachers and 37 principals were selected to participate in the study. Data collection was through literature review, questionnaires and interviews. Furthermore, the Likert scale to quantify the results was used. The findings of this research reflected the existing levels of satisfaction and dissatisfaction among school principals and teachers. The most important aspects were the authority, resources, professional development and the institutional environment, as it was found that poor communication, poor leadership decisions, wages and lack of resources were the primary cause of discontent and dissatisfaction for both principals and teachers. As a result of these considerations, a number of recommendations were raised in order to improve professional development and institutional environment and working conditions that foster a quality teaching-learning process. It should be noted that this study will encourage members of the educational hierarchy to find measures to promote a work environment that encourages teachers and principals to feel more satisfied with their work in order to achieve excellence in education. The satisfaction of the faculty will encourage growth in the different aspects of education, and job satisfaction plays an important role in the performance and productivity of an individual within an organization.

Referencias bibliográficas

  • Aamodt, M. G. (2004). Applied industrial/organizational psychology. Belmont, California: Wadsworth.
  • Barroso, J. (2005). Liderazgo y autonomía de los centros educativos. Revista Española de Pedagogía, 63(232).
  • Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Journal of Undergraduate Sciences, 3(3).
  • Buitendach, J. & De Witte, H. (2005). Job insecurity, extrinsic, and intrinsic job satisfaction and affective organizational commitment of maintenance workers in a parastatal. South African Journal of Business Management, 36(2), 27-37.
  • Credé, M., Chernyshenko, O. S., Bagraim, J., & Sully, M. (2009). Contextual performance and the job satisfaction–dissatisfaction distinction: examining artifacts and utility. Human Performance, 22(3), 246-272.
  • De Pablos, J., González, T., & González, A. (2008). El bienestar emocional del profesorado en los centros TIC como factor de innovación educativa. Revista Latinoamericana de Tecnología Educativa, 7(2), 45-55.
  • Delgado, M. (2012). Las comunidades de liderazgo de centros educativos. Revista Educar, 48 (1) 9-21.
  • Duke, D. (1988). Why principals consider quitting. Phi Delta Kappan, 70(4), 308-312.
  • Esteve, J.M. (2009). La docencia: competencias, valores y emociones.
  • Evans, L. (1998). The effects of senior management teams on teacher morale and job satisfaction: A case study of Rockville county primary school. Educational Management Administration and Leadership, 26 (4).
  • Extremera, N., Montalbán, F. M., & Rey, L. (2005). Engagement y burnout en el ámbito docente: Análisis de sus relaciones con la satisfacción laboral y vital en una muestra de profesores. Revista de Psicología del Trabajo y de las Organizaciones, 21(1-2), 145-158.
  • Griffin, D. K. (2010). A survey of Bahamian and Jamaican teachers' level of motivation and job satisfaction. Journal of Invitational Theory and Practice, 16, 57-77.
  • Güell, L. (2014). Estudio de la satisfacción laboral de los maestros. (Tesis doctoral). Universitat Internacional de Catalunya, Barcelona, España.
  • Herzberg, F. (1966). Work and the Nature of Management. Cleveland: The World.
  • Howard Frederick Bull, I. (2005). The relationship between job satisfaction and organizational commitment amongst high school teachers in disadvantaged areas in the Western Cape. (Doctoral thesis). University of the Western Cape. Cape Town, South Africa.
  • Howell, J. P., Dorfman, P. W., & Kerr, S. (1986). Moderator variables in leadership research. The Academy of Management Review, 11(1).
  • Mulford, B. (2006). Liderazgo para mejorar la calidad de la educación secundaria: Algunos desarrollos internacionales. Revista de currículo y formación del profesorado, 10(1).
  • Robbins, S. (1999). Comportamiento organizacional. México: Ediciones Prentice Hall. Sarramona, J. (2008). Formación del profesorado y carrera docente. Madrid, España: Santillana.
  • Shan, M. H. (1998). Professional commitment and satisfaction among teachers in urban middle schools. The Journal of Educational Research, 92(2), 67–73.
  • Steyn, G.M., &Van Wyk, J.N. (1999). Job satisfaction: Perceptions of principals and teachers in urban black schools in South Africa. South African Journal of Education, 19(1), 37-43.
  • Yousef, D. A. (2000). Organizational commitment: a mediator of the relationships of leadership behavior with job satisfaction and performance in a non-western country. Journal of Managerial Psychology, 15(1), 6-24.
Fuente de los datos: Dialnet