Bibliographic citations
Campos, R., Solis, C., Yanase, Y. (2022). El sistema de onboarding y el desempeño laboral en los docentes a tiempo completo de una universidad privada de Villa El Salvador, Lima 2021 – II [Trabajo de investigación, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/667210
Campos, R., Solis, C., Yanase, Y. El sistema de onboarding y el desempeño laboral en los docentes a tiempo completo de una universidad privada de Villa El Salvador, Lima 2021 – II [Trabajo de investigación]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2022. http://hdl.handle.net/10757/667210
@mastersthesis{renati/848389,
title = "El sistema de onboarding y el desempeño laboral en los docentes a tiempo completo de una universidad privada de Villa El Salvador, Lima 2021 – II",
author = "Yanase Rojas, Yadira",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2022"
}
The purpose of this study was to identify the relationship between onboarding and teaching performance at a private university in Villa El Salvador. It was a basic research, non-experimental, correlational, cross-sectional design. A survey for onboarding and teaching performance was applied to the entire population, which consisted of 67 full-time teachers. Additionally, a self-perception form, syllabus and portfolio update, student satisfaction survey and evaluation form of the director and fulfillment of administrative tasks were used. In the results of the present research it was found that the Spearman correlation coefficient between onboarding and full-time faculty performance is -0.058 with a significance (p-value=0.639) higher than 0.05. Likewise, the Spearman correlation coefficient of the Preonboarding dimension and full-time teacher performance is 0.064 with a significance (p-value=0.610) higher than 0.05. Additionally, the Spearman's correlation coefficient of the Onboarding Process dimension for a good reception of the first day of the full-time teacher and that of full-time teacher performance is -0.035 with a significance (p-value=0.778) higher than 0.05. In addition, the Spearman correlation coefficient of the onboarding process dimension of mentoring and full-time teacher performance is -0.137 with a significance (p-value=0.267) greater than 0.05. Finally, the Spearman correlation coefficient of the continuous onboarding or follow-up dimension and full-time teacher performance is -0.243 with a significance (p-value=0.047) lower than 0.05. It is concluded that there is no significant relationship between the onboarding process and the performance of full-time teachers at a private university in Villa el Salvador. In addition, only the dimension of continuous onboarding or follow-up and the performance of full-time teachers have a significant relationship.
This item is licensed under a Creative Commons License