Bibliographic citations
Luna, M., (2015). Satisfacción laboral y compromiso organizacional del personal docente de una Universidad Privada de Lima [Tesis, Universidad inca Garcilaso de la Vega]. https://hdl.handle.net/20.500.11818/385
Luna, M., Satisfacción laboral y compromiso organizacional del personal docente de una Universidad Privada de Lima [Tesis]. : Universidad inca Garcilaso de la Vega; 2015. https://hdl.handle.net/20.500.11818/385
@mastersthesis{renati/1411202,
title = "Satisfacción laboral y compromiso organizacional del personal docente de una Universidad Privada de Lima",
author = "Luna Feijóo, Maria del Carmen",
publisher = "Universidad inca Garcilaso de la Vega",
year = "2015"
}
This research aims to determine the relationship between job satisfaction and organizational commitment in a sample comprised 125 teachers from the School of Psychology and Social Work. The sampling technique was not probabilistic. The study design was cross-sectional comparative descriptive and correlational. The instruments were the Scale Palma Sonia Satisfaction and Organizational Commitment Questionnaire Mayer and Allen. The resulted showed that overall job satisfaction among teachers is of average level as in the size of the task significance and working conditions, the dissatisfied level dimension is personal recognition and / or social benefits unlike economic where teachers are satisfied. As for Global Organizational Commitment is a high tendency, both in the normative commitment, the affective is high, in the commitment to continue to see that there is a downward trend. Regarding the Global Labour satisfaction among teachers men and women is at an average level of satisfaction, the same dimensions of significance Task and Working Conditions in the level of unsatisfied is personal recognition and / Social but as for Economic benefits are most satisfied, both men and women. As for Global Organizational Commitment among teachers men and women there is high tendency, existing differences, with more female teachers at this level. In the normative dimension there is also a high tendency, more affective commitment is high, giving women a greater percentage. By contrast in dimension to continue the trend level is low. With regard to Global Job Satisfaction and dimensions of significance of the Task and Working Conditions as length of service, teachers having 1 to 5 years reach an average level, while in dimension Economic Benefits of teachers They have 11 years more are situated satisfied level, not in personal recognition and / or Social where they are dissatisfied (11 years later). Referring to the Global Commitment Organizational and Regulatory factor is the high level prevailing trend with about 50% of teachers at this level. In the factor of 36.8% affective commitment it is at the High level, presenting significant differences in the level of teachers reaching 1-5 years instead on the commitment to continue the 43% of teachers having 1 to 5 years has a low tendency level. There were statistically significant but moderate correlations between the dimensions of the task significance, Working conditions, Economic Benefits, Personal Recognition and / or Social and Organizational Commitment Global. In the emotional dimension and the Global Job Satisfaction and high but no significant moderate correlation in size and Continuity Regulations.
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