Autoeficacia docente y engagement en docentes de enseñanza remota en universidades privadas de Lima Metropolitana

Abstract

La presente investigación de alcance descriptivo-correlacional tuvo como objetivo explicar la relación entre la autoeficacia docente y el engagement en una muestra de 204 docentes de enseñanza remota en universidades privadas de Lima, de 24 a 74 años (M = 40 años). Para ello se usaron dos escalas, la escala de Autoeficacia Profesional AU-10 y la Utrecht Work Engagement Scale (UWES-15). Los resultados indicaron que existe una correlación positiva entre ambas variables; es decir que, a mayor autoeficacia, habrá mayor engagement (Vigor: r=0.77; p=<.001; Dedicación: r=0.81; p=<.001; Absorción: r=0.55; p=<.001). Al comparar dichas variables con los años de experiencia dictando se encontró que sí existen diferencias significativas. Por otro lado, se encontró que solo existen diferencias con la dimensión absorción al compararla con la cantidad de cursos que dictan los docentes. Al comparar ambas variables con el sexo se determinó que no existen diferencias entre hombres y mujeres; lo mismo ocurrió cuando se compararon ambas variables con las edades. Finalmente, se concluyó que existe una relación entre la autoeficacia y el engagement, ya que se encontró que si un docente presenta altos niveles de autoeficacia producirá que el engagement actúe como motor, permitiendo que se automotive y oriente al logro de metas.

The objective of this descriptive-correlational research was to explain the relationship between teacher self-efficacy and engagement in a sample of 204 remote teaching teachers at private universities in Lima, aged 24 to 74 (M = 40 years). For this, two scales were used: the Professional Self-efficacy Scale AU-10 and the Utrecht Work Engagement Scale (UWES-15). The results indicated that there is a positive correlation between both variables; that is, the greater the self-efficacy, the greater the engagement (Vigor: r=0.77; p=<.001; Dedication: r=0.81; p=<.001; Absorption: r=0.55; p=<.001). When comparing these variables with the years of experience dictating, it was found that there are significant differences. On the other hand, it was found that there are only differences with the absorption dimension when compared with the number of courses taught by teachers. When comparing both variables with sex, it was determined that there are no differences between men and women; the same occurred when both variables were compared with age. Finally, it was concluded that there is a relationship between self-efficacy and engagement, since it was found that if a teacher presents high levels of self-efficacy, it will cause engagement to act as a motor, allowing self-motivation and goal achievement.