Bibliographic citations
Borbor, K., (2024). El Clima Institucional y el Desempeño Laboral de los Docentes en la Institución Educativa N° 218 – Urbanización Túpac Amaru del Distrito de Tarapoto, Periodo 2017 [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/10097
Borbor, K., El Clima Institucional y el Desempeño Laboral de los Docentes en la Institución Educativa N° 218 – Urbanización Túpac Amaru del Distrito de Tarapoto, Periodo 2017 []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2024. https://repositorio.une.edu.pe/handle/20.500.14039/10097
@mastersthesis{renati/1022537,
title = "El Clima Institucional y el Desempeño Laboral de los Docentes en la Institución Educativa N° 218 – Urbanización Túpac Amaru del Distrito de Tarapoto, Periodo 2017",
author = "Borbor Reategui, Karina",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2024"
}
The objective of this research work was to determine the relationship between the relationship between the institutional climate and the work performance of teachers in Educational Institution No. 218 – Túpac Amaru Urbanization of the District of Tarapoto, period 2017. The methodology used took a quantitative, basic type, correlational level and non-experimental design, with a sample of 50 teachers and the questionnaire being the instrument. The analysis reveals that approximately 70% of the participants rated the institutional climate as regular, related to communication, resources and treatment problems. Furthermore, the 56% who perceive regularity in learning preparation also evaluate the institutional climate in this way. In the case of specific problem 2, around 66% of teachers rated their job performance as regular, correlated with the regular perception of 64% in the strategic function and 66% in the pedagogical function. After that, according to the inferential analysis carried out between the institutional climate and work performance, it had a coefficient of 0.783. It was concluded that it was possible to know that the institutional climate has shown a link with job performance, that is, not having enough resources or interest in the climate that is practiced in the institution will cause the teachers to have little commitment to their teaching.
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