Nivel de relación entre clima organizacional y el desempeño docente en la Institución Educativa Nº 81003, César Vallejo de Palermo, Trujillo - 2021
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Date
2023
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Universidad Nacional de Trujillo
Abstract
Este estudio, de tipo descriptivo, tuvo el objetivo determinar cómo es el nivel de relación entre el clima organizacional y el desempeño docente en la Institución Educativa N° 81003 “César Vallejo” Palermo - Trujillo, 2021. Se desarrolló en base a un diseño descriptivo de tipo correlacional con una población de 62 sujetos y una muestra estadística de 38 unidades de análisis entre directivos y docentes, a quienes se les aplicó una escala de clima organizacional (Palma, 1999) de 50 ítems, la que comprende las dimensiones: Comunicación, condiciones laborales, involucramiento laboral, autorrealización y supervisión; así también la escala de desempeño docente basada en el Marco del Buen Desempeño Docente (2014) de 50 ítems, que comprende las dimensiones: Planificación del trabajo pedagógico, gestión de los procesos enseñanza – aprendizaje, gestión de la escuela articulada y profesionalidad e identidad docente. La escala de clima organizacional ha sido revalidada por juicio de expertos, mientras que la segunda es una propuesta por de los autores de la investigación que ha sido valido por el juicio de expertos. Luego de la aplicación de las encuestas al personal de la institución de estudio, los resultados fueron los siguientes: Existe una correlación positiva baja (0.15) entre la dimensión condiciones laborales (clima organizacional) y la dimensión preparación para el aprendizaje de los estudiantes (desempeño docente); existe una correlación positiva moderada (0.47) entre la dimensión comunicación (clima organizacional) y la dimensión enseñanza para el aprendizaje de los estudiantes (desempeño docente); existe una correlación positiva baja (0,28) entre la dimensión involucramiento laboral (clima organizacional) y la dimensión participación en la gestión de la escuela articulada a la comunidad (desempeño docente); existe una correlación negativa moderada (- 0,54) entre la dimensión autorrealización (clima organizacional) y la dimensión dominio y desarrollo de la profesionalidad y la identidad en el desempeño docente y, por último, existe una correlación negativa débil (- 0,23) entre la dimensión supervisión (clima organizacional) y la dimensión preparación para el aprendizaje de los estudiantes (desempeño docente). En síntesis, podemos afirmar que existe una relación positiva débil entre el clima organizacional y el desempeño docente por el personal de la IE Nº 81003 “César Vallejo Mendoza” de Palermo.
This descriptive study aimed to determine the level of relationship between the organizational climate and teacher performance in Educational Institution No. 81003 "César Vallejo" Palermo - Trujillo, 2021. It was developed based on a descriptive design. of correlational type with a population of 62 subjects and a statistical sample of 38 units of analysis between directors and teachers, to whom an organizational climate scale (Palma, 1999) of 50 items was applied, which includes the dimensions: Communication, working conditions, labor involvement, self-realization and supervision; as well as the teacher performance scale based on the Framework for Good Teaching Performance (2014) of 50 items, which includes the dimensions: Planning of pedagogical work, management of teaching-learning processes, management of the articulated school and teacher professionalism and identity . The organizational climate scale has been revalidated by expert judgment, while the second is a proposal by the authors of the research that has been validated by expert judgment. After applying the surveys to the staff of the study institution, the results were as follows: There is a low positive correlation (0.15) between the working conditions dimension (organizational climate) and the preparation dimension for student learning (performance teacher); there is a moderate positive correlation (0.47) between the communication dimension (organizational climate) and the teaching dimension for student learning (teaching performance); there is a low positive correlation (0.28) between the labor involvement dimension (organizational climate) and the participation dimension in the management of the school articulated to the community (teaching performance); there is a moderate negative correlation (-0.54) between the self-realization dimension (organizational climate) and the mastery and development of professionalism and identity dimension in teaching performance and, finally, there is a weak negative correlation (-0.23 ) between the supervision dimension (organizational climate) and the preparation dimension for student learning (teaching performance). In summary, we can affirm that there is a weak positive relationship between the organizational climate and teaching performance by the staff of IE Nº 81003 “César Vallejo Mendoza” in Palermo.
This descriptive study aimed to determine the level of relationship between the organizational climate and teacher performance in Educational Institution No. 81003 "César Vallejo" Palermo - Trujillo, 2021. It was developed based on a descriptive design. of correlational type with a population of 62 subjects and a statistical sample of 38 units of analysis between directors and teachers, to whom an organizational climate scale (Palma, 1999) of 50 items was applied, which includes the dimensions: Communication, working conditions, labor involvement, self-realization and supervision; as well as the teacher performance scale based on the Framework for Good Teaching Performance (2014) of 50 items, which includes the dimensions: Planning of pedagogical work, management of teaching-learning processes, management of the articulated school and teacher professionalism and identity . The organizational climate scale has been revalidated by expert judgment, while the second is a proposal by the authors of the research that has been validated by expert judgment. After applying the surveys to the staff of the study institution, the results were as follows: There is a low positive correlation (0.15) between the working conditions dimension (organizational climate) and the preparation dimension for student learning (performance teacher); there is a moderate positive correlation (0.47) between the communication dimension (organizational climate) and the teaching dimension for student learning (teaching performance); there is a low positive correlation (0.28) between the labor involvement dimension (organizational climate) and the participation dimension in the management of the school articulated to the community (teaching performance); there is a moderate negative correlation (-0.54) between the self-realization dimension (organizational climate) and the mastery and development of professionalism and identity dimension in teaching performance and, finally, there is a weak negative correlation (-0.23 ) between the supervision dimension (organizational climate) and the preparation dimension for student learning (teaching performance). In summary, we can affirm that there is a weak positive relationship between the organizational climate and teaching performance by the staff of IE Nº 81003 “César Vallejo Mendoza” in Palermo.
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Keywords
Educación, Tecnología educacional, Ambiente educacional, Organización y gestión