Clima escolar y apoyo administrativo como predictores de la satisfacción laboral del docente

  • Ancil Williams Florida Conference of Seventh-day Adventists, EE. UU.
  • Jaime Rodríguez Gómez Instituto Universitario del Sureste
Palabras clave: clima escolar, apoyo administrativo, satisfacción laboral

Resumen

Numerosos estudios sobre la satisfacción laboral docente, tanto en el sector público como en el privado, muestran su importancia. El propósito de este estudio fue analizar si el clima escolar y el apoyo administrativo son predictores significativos de la satisfacción laboral en los docentes desde el nivel inicial hasta el 12º grado en un grupo de escuelas adventista del estado de Florida, EE. UU. Se seleccionó una muestra aleatoria estratificada y por conglomerados de 141 maestros; de ellos, 100 maestros respondieron el cuestionario. Se observó que el clima escolar y el apoyo administrativo percibido fueron predictores significativos de la satisfacción laboral de los docentes encuestados. De ellos, el mejor predictor resultó el clima escolar. El factor más importante del clima escolar que contribuye a la satisfacción laboral fue la innovación colaborativa. Por otro lado, aunque todos los factores del apoyo administrativo fueron importantes, el apoyo relacional mostró el mayor aporte.

Descargas

La descarga de datos todavía no está disponible.

Citas

Adam, J. M. y Salles, L. M. (2013). School organizational climate and violence in the school: case study of two Brazilian schools. Procedia: Social and Behavioral Sciences, 106, 2323–2332. https://doi.org/10.1016/j.sbspro.2013.12.266

Adelman, H. S. y Taylor, L. (2009). Mental health in schools: Engaging learners, preventing problems, and improving schools. Corwin Press.

Akhtar, M. S. (2010). Job satisfaction and customer focus: A survey of elementary school teachers. VDM Publishing.

Alfaro Salazar, R., Leyton Girón, S., Meza Solano, A. y Sáenz Torres, I. (2012). Satisfacción laboral y su relación con algunas variables ocupacionales en tres municipalidades. [Tesis de maestría]. Pontificia Universidad Católica de Perú. http://hdl.handle.net/20.500.12404/4593

Anaya Nieto, D. y Suarez Riveiro, J. M. (2006). La satisfacción laboral de los profesores en función de la etapa educativa, del género y de la antigüedad profesional. Revista de Investigación Educativa, 24(2), 541-556. https://www.redalyc.org/pdf/2833/283321897012.pdf

Borman, G. D. y Dowling, N. M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 78(3), 367-409. https://doi.org/10.3102/0034654308321455

Brand, S., Felner, R., Shim, M., Seitsinger, A. y Dumas, T. (2003). Middle school improvement and reform: Development and validation of a school-level assessment of climate, cultural pluralism and school safety. Journal of Educational Psychology, 95(3), 570-588. https://doi.org/10.1037/0022-0663.95.3.570

Briones, E., Tabernero, C. y Arenas, A. (2010). Job satisfaction of secondary school teachers: Effect of demographic and psycho-social factors. Revista de Psicología del Trabajo y de las Organizaciones, 26(2), 115-122. https://doi.org/10.5093/tr2010v26n2a3

Chong, M. Y., Mansur, K. y Ho, Y. J. (2014). The influence of perception of school principal’s leadership on teachers’ job satisfaction in the interior of Sabah, Malaysia: A case study in Beaufort. Korean Social Science Journal, 42(1), 1-12. https://doi.org/10.1007/s40483-014-0020-7

Cohen, J., Pickeral, T. y McCloskey, M. (2009). Assessing school climate. Education Digest, 74(8), 45-48. https://eric.ed.gov/?id=EJ857686

Collie, R. J., Shapka, J. D. y Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104(4), 1189–1204. https://doi.org/10.1037/a0029356

Conley, S. y You, S. (2017). Key influences on special education teachers’ intention to leave: The effects of administrative support and teacher team efficacy in a mediational model. Educational Management Administration & Leadership, 45(3), 521-540. https://doi.org/10.1177/1741143215608859

Corville-Smith, J., Ryan, B. A., Adams, G. R. y Dalicandro, T. (1998). Distinguishing absentee students from regular attenders: The combined influence of personal, family, and school factors. Journal of Youth and Adolescence, 27(5), 629-640. https://doi.org/10.1023/A:1022887124634

Daily, S. M., Mann, M. J., Kristjansson, A. L., Smith, M. L., & Zullig, K. J. (2019). School climate and academic achievement in middle and high school students. Journal of School Health, 89(3), 173-180. https://doi.org/10.1111/josh.12726

Danielson, C. (2010). Evaluations that help teachers learn. Educational Leadership, 68(4), 35-39. http://www.ascd.org/publications/educational-leadership/dec10/vol68/num04/Evaluations-That-Help-Teachers-Learn.aspx

Dar, M. D. (2016). Job satisfaction among teachers working in government and private schools at elementary level. International Journal of Science and Research, 5(3), 172-176. https://www.ijsr.net/archive/v5i3/NOV161790.pdf

Forsyth, P. B. y Adams, C. M. (2014). Organizational predictability, the school principal, and achievement. En D. Van Macle. P.B. Forsyth, and M. van Houtte (Eds.). Trust and school life (pp. 83-98). Springer, Dordrecht, Holanda.

Ghavifekr, S. y Pillai, N. S. (2016). The relationship between school’s organizational climate and teacher’s job satisfaction: Malaysian experience. Asia Pacific Education Review, 17(1), 87-106. https://doi.org/10.1007/s12564-015-9411-8

Gottfredson, G. D., Gottfredson D. C. y Payne, A. A. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention in schools. Journal of Research in Crime and Delinquency, 42(4), 412-444. https://doi.org/10.1177/0022427804271931

Hoy, W. K., Tarter, C. J. y Kottkamp, R. B. (1991). Open schools/healthy schools: Measuring organizational climate. Sage.

Johnson, B., Stevens, J. J. y Zvoch, K. (2007). Teachers’ perceptions of school climate: A validity study of scores from the Revised School Level Environment Questionnaire. Educational and Psychological Measurement, 67(5), 833-844. https://doi.org/10.1177/0013164406299102

Loeb, S., Darling-Hammond, L. y Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 44-70. https://doi.org/10.1207/s15327930pje8003_4

Machumu, H. J. y Kaitila, M. M. (2014). Influence of leadership styles on teachers’ job satisfaction: A case of selected primary schools in Songea and Morogoro districts, Tanzania. International Journal of Educational Administration and Policy Studies, 6(4), 53-61. https://doi.org/10.5897/IJEAPS12.036

Malinen, O-P. y Savolainen, H. (2012). The directions of Finnish teacher education in the era of the revised act on basic education. En Chris Forlin (Ed.), Future directions for inclusive teacher education: An international perspective (pp. 52-60). Routledge.

McMahon, S. D., Reaves, S., McConnell, E. A., Peist, E. y Ruiz, L. (2017). The ecology of teachers’ experiences with violence and lack of administrative support. American Journal of Community Psychology, 60(3-4), 502-515. https://doi.org/10.1002/ajcp.12202

Mitchell, M. M., Bradshaw, C. P. y Leaf, P. J. (2010). Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy. Journal of School Health, 80(6), 271-279. https://doi.org/10.1111/j.1746-1561.2010.00501.x

Mu, H-H., Wang, M., Liu, H-Y. y Hu, Y-M. (2016). Influential factors of China’s elementary school teachers’ job satisfaction. In L.A. van der Ark, D. M.Bolt, W.-C. Wang, J. A. Douglas y M. Wiberg (Eds.), Quantitative Psychology Research (pp. 339-361). Springer.

Nartgun, S. S. y Taskin, S. (2017). Relationship between teacher views on levels of organizational support--organizational identification and climate of initiative. Universal Journal of Educational Research, 5(11), 1940-1954. https://doi.org/10.13189/ujer.2017.051110

Olweus, D. y Limber, S. P. (2010). Bullying in school: Evaluation and dissemination of the Olweus Bullying Prevention Program. American Journal of Orthopsychiatry, 80(1), 124-134. https://doi.org/10.1111/j.1939-0025.2010.01015.x

Pas, E. T., Brashaw, C. P. y Hershfeldt, P. A. (2012). Teacher- and school-level predictors of teacher efficacy and burnout: Identifying potential areas for support. Journal of School Psychology, 50, 129–145. https://doi.org/10.1016/j.jsp.2011.07.003

Price, H. E. (2015). Principals’ social interactions with teachers: How principal-teacher social relations correlate with teachers precepting of student engagement. Journal of Educational Administration, 53(1), 116-139. https://doi.org/10.1108/JEA-02-2014-0023

Rania, N., Siri, A., Bagnasco, A., Aleo, G. y Sasso, L. (2014). Academic climate, well‐being and academic performance in a university degree course. Journal of Nursing Management, 22(6), 751-760. https://doi.org/10.1111/j.1365-2834.2012.01471.x

Reeves, P. M., Pun, W. H. y Chung, K. S. (2017). Influence of teacher collaboration on job satisfaction and student achievement. Teaching and Teacher Education, 67, 227–236. https://doi.org/10.1016/j.tate.2017.06.016

Rentoul, A. J. y Fraser, B. J. (1983). Development of a school—level environment questionnaire. Journal of Educational Administration, 21(1), 21-39. https://doi.org/10.1108/eb009866

Reynolds, K. J., Lee, E., Turner, I., Bromhead, D., & Subasic, E. (2017). How does school climate impact academic achievement? An examination of social identity processes. School Psychological International, 38(1), 78-97. https://doi.org/10.1177/0143034316682295

Skaalvik, E. M. y Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001

Smith, T. M. (2007). How do state-level induction and standards-based reform policies affect induction experiences and turnover among new teachers? American Journal of Education, 113(2), 273-309. https://doi.org/10.1086/510168

Spector, P. E. (1985). Measurement of human service staff satisfaction: Development of the Job Satisfaction Survey. American Journal of Community Psychology, 13(6), 693-713. https://doi.org/10.1007/BF00929796

Suchyadi, Y. y Nurjanah. (2018). Relationship between principal supervision in increasing the job satisfaction of private junior high school teachers in east Bogor district. JHSS: Journal of Humanities and Social Studies, 2(1), 26-29. https://doi.org/10.33751/jhss.v2i1.818

Tickle, B. R. (2008). Public school teachers' perceptions of administrative support and its mediating effect on their job satisfaction and intent to stay in teaching (Publicación N° DP19562) [Tesis doctoral, Virginia Polytechnic Institute and State University]. ProQuest Dissertations and Theses.

Tickle, B. R., Chang, M. y Kim, S. (2011). Administrative support and its mediating effect on US public school teachers. Teaching and Teacher Education, 27(2), 342-349. https://doi.org/10.1016/j.tate.2010.09.002

Wang, C-C., Lin, H-M. y Liang, T-L. (2017). A study on comparing the relationship among organizational commitment, teachers’ job satisfaction, and job involvement of schools with urban-rural discrepancy. Academic Journals, 12(16), 762-771. https://doi.org/10.5897/ERR2017.3290

Way, N., Reddy, R. y Rhodes, J. (2007). Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3-4), 194-213. https://doi.org/10.1007/s10464-007-9143-y

Weiss, E. M. (1999). Perceived workplace conditions and first-year teachers’ morale, career choice commitment, and planned retention: A secondary analysis. Teaching and Teacher Education, 15(8), 861-879. https://doi.org/10.1016/S0742-051X(99)00040-2

Weiss, W. G. (2001). Special education teacher retention: An examination of teachers’ perceptions of administrative support and intent to stay in teaching [Tesis doctoral]. Seton Hall University, South Orange, NJ.

Welsh, W. N., Stokes, R. y Greene, J. R. (2000). A macro-level model of school disorder. Journal of Research in Crime and Delinquency, 37(3), 243-283. https://doi.org/10.1177/0022427800037003001

Wilson, R. A. (2004). Boundaries of the mind: The individual in the fragile sciences-Cognition. Cambridge University Press.

Zeinabadi, H. R. (2014). Principal-teacher high-quality exchange indicators and student achievement: Testing a model. Journal of Educational Administration, 52(3), 404–420. https://doi.org/10.1108/JEA-05-2012-0056

Publicado
2021-06-30
Cómo citar
Williams, A., & Rodríguez Gómez, J. (2021). Clima escolar y apoyo administrativo como predictores de la satisfacción laboral del docente. RIEE | Revista Internacional De Estudios En Educación, 21(1), 31-43. https://doi.org/10.37354/riee.2021.210