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Bellido, S., (2021). Autoeficacia docente y satisfacción laboral en docentes de IE públicas y privadas [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/18930
Bellido, S., Autoeficacia docente y satisfacción laboral en docentes de IE públicas y privadas []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/18930
@misc{renati/538419,
title = "Autoeficacia docente y satisfacción laboral en docentes de IE públicas y privadas",
author = "Bellido Ayala, Sara Jacoby",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
Title: Autoeficacia docente y satisfacción laboral en docentes de IE públicas y privadas
Authors(s): Bellido Ayala, Sara Jacoby
Advisor(s): Blumen Cohen, Sheyla
Keywords: Autoeficacia; Personal docente; Satisfacción en el trabajo
OCDE field: http://purl.org/pe-repo/ocde/ford#5.01.00
Issue Date: 29-Apr-2021
Institution: Pontificia Universidad Católica del Perú
Abstract: Ante las actuales demandas educativas, es importante conocer cómo se perciben los docentes a
sí mismos y qué creencias tienen acerca de su eficacia profesional, así como qué tan contentos
se encuentran con su labor diaria. El objetivo del presente estudio es determinar si existe una
relación entre la autoeficacia docente y la satisfacción laboral en docentes de instituciones
educativas (IE) particulares como estatales. Para ello, se contó con la participación de 120
docentes de Lima Metropolitana y se utilizó la escala de eficacia percibida de los maestros
(TSES) y la Escala de satisfacción laboral para docentes (ESLA-Educación), así como una ficha
sociodemográfica. Los resultados indican que a nivel global las variables de estudio no están
relacionadas. Sin embargo, las áreas de motivación y eficacia percibida para el manejo de aula
están relacionadas significativamente. También existe una diferencia significativa entre las
creencias de autoeficacia percibida y en la eficacia para la implicación de estudiantes entre
profesores de IE particulares y estatales. Además, no hay diferencia significativa entre los
docentes con más años de experiencia en sus niveles de autoeficacia. Finalmente, sólo en los
docentes que provienen de IE estatales, la eficacia para el manejo de aula se vincula
significativamente con el área de motivación de la Escala de Satisfacción Laboral. En
conclusión, la motivación para enseñar está vinculada al sentido de eficacia para el manejo de
aula en entornos escolares más desafiantes.
Given the current educational challenges, is crucial to understand how teachers perceive themselves, especially what kind of beliefs they have about their teaching efficacy, also how plenty they feel with their daily practice. The aim of this study is to determine whether there was a significant correlation between teacher self-efficacy and their job satisfaction. It worked with a sample of 120 teachers from Lima Metropolitana, who were surveyed with the Teacher Self Efficacy Scale (TSES) and Job Satisfaction Scale (ESLA-Educación) as well as a sociodemographic survey. The results indicated that both teacher self-efficacy and job satisfaction are not linked. However, efficacy perceived for classroom management is directly related to the motivational dimension. Likewise, self-efficacy beliefs are significantly related to efficacy for students’ engagement among teachers from private and state schools. Besides, there is no significant difference between teachers with more years of experience in their levels of self-efficacy. However, there is a significant difference between motivational dimension and classroom management. Finally, only in teachers from state schools, teacher motivation and self-efficacy as well as efficacy for classroom management are strongly linked.
Given the current educational challenges, is crucial to understand how teachers perceive themselves, especially what kind of beliefs they have about their teaching efficacy, also how plenty they feel with their daily practice. The aim of this study is to determine whether there was a significant correlation between teacher self-efficacy and their job satisfaction. It worked with a sample of 120 teachers from Lima Metropolitana, who were surveyed with the Teacher Self Efficacy Scale (TSES) and Job Satisfaction Scale (ESLA-Educación) as well as a sociodemographic survey. The results indicated that both teacher self-efficacy and job satisfaction are not linked. However, efficacy perceived for classroom management is directly related to the motivational dimension. Likewise, self-efficacy beliefs are significantly related to efficacy for students’ engagement among teachers from private and state schools. Besides, there is no significant difference between teachers with more years of experience in their levels of self-efficacy. However, there is a significant difference between motivational dimension and classroom management. Finally, only in teachers from state schools, teacher motivation and self-efficacy as well as efficacy for classroom management are strongly linked.
Link to repository: http://hdl.handle.net/20.500.12404/18930
Discipline: Psicología con mención en Psicología Educacional
Grade or title grantor: Pontificia Universidad Católica del Perú. Facultad de Psicología
Grade or title: Licenciado en Psicología con mención en Psicología Educacional
Juror: Matos Fernandez, Lennia; Blumen Cohen, Sheyla; La Rosa Cormack de Pavletich, Maria Isabel
Register date: 30-Apr-2021
This item is licensed under a Creative Commons License