Evaluación de la satisfacción laboral docenteRevisión teórica y estudio comparativo

  1. Claudia Gómez-García 1
  2. Carmen-María Fernández-García 1
  3. Mercedes Inda-Caro 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Revista española de educación comparada

ISSN: 1137-8654

Año de publicación: 2023

Título del ejemplar: La Industria Educativa Global: Análisis desde la Educación Comparada

Número: 42

Páginas: 359-377

Tipo: Artículo

DOI: 10.5944/REEC.42.2023.35600 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista española de educación comparada

Resumen

Este artículo pretende ofrecer una visión comparativa de las distintas medidas que se emplean para el estudio de la satisfacción laboral docente. Teniendo como base los fundamentos de la Educación Comparada, se lleva a cabo una revisión teórica en la que se analizan diferentes instrumentos y se lleva a cabo una búsqueda de las medidas más empleadas para la evaluación de la satisfacción laboral de este colectivo. Como resultado, se expone una tabla con los nueve instrumentos más destacables y sus principales características. Además, se lleva a cabo una recopilación de los estudios más relevantes en los que se han empleado cada una de esas medidas. Finalmente, se discute acerca de la idoneidad y la necesidad de dedicar futuras investigaciones a la reflexión sobre la elección y la adaptación de estas medidas a otros contextos.

Referencias bibliográficas

  • Adams, J. S. (1963). Toward an understanding of inequity. Journal of Abnormal and Social Psychology, 67, 422-436.
  • Amazt, I. & Idris, A. (2011). Lecturers’ Satisfaction towards University Management & Decision-making Styles in some Malaysian Public Universities. Procedia Social and Behavioral Sciences, 15, 3957-3970.
  • Amoli, F. & Youran, M. (2014). Delving the relationship between teacher empowerment and job satisfaction among Iranian EFL teachers in Tehran Aviation University. Theory and Practice in Language Studies, 4(4), 771-777.
  • Anaya, D. & Suárez, J. M. (2007). Satisfacción laboral de los profesores de educación infantil, primaria y secundaria: Un estudio de ámbito nacional. Revista de Educación, 344, 217-243.
  • Arif, I., Umer, A., Kazmi, S. W. & Khalique, M. (2019). Exploring the Relationship among University Teachers' Emotional Intelligence, Emotional Labor Strategies and Teaching Satisfaction. Abasyn Journal of Social Sciences, 12(1), 21-37.
  • Ariffin, A. H., Hashim, H. & Sueb, R. (2013). Identifying Teachers’ Job Satisfaction. International Language and Education Conference 2013At: University Sains Islam Malaysia (USIM). https://www.researchgate.net/profile/Adlina/Ariffin/publication
  • Astrauskaitė, M., Vaitkevičius, R. & Perminas, A. Job Satisfaction Survey: A Confirmatory Factor Analysis Based on Secondary School Teachers’ Sample. International Journal of Business and Management, 6(5), 41-50.
  • Awan, R. N., Zaidi, N. R., Naz, A. & Noureen, G. (2011). Task structure as moderator of college principals’ leadership behavior and their subordinates’ outcomes. International Education Studies, 4(1), 134-143.
  • Baran, M., Maskan, A. & Baran, M. (2015). Physics, chemistry and biology teachers’ reasons for choosing the profession of teaching and their levels of job satisfaction with respect to certain variables. Journal of Education and Training Studies, 3(3), 101-110.
  • Barnett, D. E. (2019). Full-Range Leadership as a Predictor of Extra Effort in Online Higher Education: The Mediating Effect of Job Satisfaction. Journal of Leadership Education, 18(1), 86-101.
  • Barrick, R. K. (1989). Burnout and job satisfaction of vocational supervisors. Journal of Agricultural Education, 30(4), 35-41.
  • Basak, R. & Ghosh, A. (2011). School environment and locus of control in relation to job satisfaction among school teachers – A study from Indian perspective. Procedia Social and Behavioral Sciences, 29, 1199-1208.
  • Baughman, K. (1996). Increasing Teacher Job Satisfaction: A Study of the Changing Role of the Secondary Principal. American Secondary Education, 24 (3), 19-22.
  • Benevene, P., Ittan, M. M. & Cortini, M. (2018). Self-Esteem and Happiness as Predictors of School Teachers’ Health: The Mediating Role of Job Satisfaction. Frontiers in Psychology, 9(933), 1-5.
  • Blackburn, J. J. & Robinson, J. S. (2008). Assessing teacher self-efficacy and job satisfaction of early career agriculture teachers in Kentucky. Journal of Agricultural Education, 49(3), 1-11.
  • Bowen, B. E. & Radhakrishna, R. B. (1991). Job satisfaction of agricultural education faculty: a constant phenomena. Journal of Agricultural Education, 32(2), 16-22.
  • Bowen, B. E. (1980). Job satisfaction of teacher educators in agriculture. (Tesis inédita de doctorado). Universidad de Ohio, Columbus.
  • Brayfield, A. H. & Rothe, H. F. (1951). An index of job satisfaction. Journal of Applied Psychology, 35(5), 307-311.
  • Bruening, T. H. & Hoover, T. S. (1991). Personal life factors as related to effectiveness and satisfaction of secondary agricultural teachers. Journal of Agricultural Education, 32(4), 37-43.
  • Büyükgöze, H. & Gün, F. (2017). Exploring teaching satisfaction of public high school teachers: empirical evidence from Turkey. Acta Didactica Napocensia, 10(4), 11-19.
  • Camp, W. G. (1987). Student misbehavior and job satisfaction of vocational agriculture teachers: a path analysis. (ERIC Document Reproduction No. ED 279 791).
  • Cano, J. & Miller, G. (1992). A gender analysis of job satisfaction, job satisfier factors, and job dissatisfier factors of agricultural education teachers. Journal of Southern Agricultural Education Research, 33(3), 40-46.
  • Castillo, J. X. & Cano, J. (1999). A comparative analysis of Ohio agriculture teachers’ level of job satisfaction. Journal of Agricultural Education, 40(4), 67-79.
  • Castillo, J. X. & Cano, J. (2004). Factors explaining job satisfaction among faculty. Journal of Agricultural Education, 45(3), 65-74.
  • Castillo, J. X., Cano, J. & Conklin, E. A. (1997). Job satisfaction among secondary teachers of agricultural education in Ohio. Documento no publicado.
  • Castillo, J. X., Conklin, E. A. & Cano, J. (1999). Job satisfaction of Ohio agricultural education teachers. Journal of Agricultural Education, 40(2), 19-27.
  • Cervoni, A. & DeLucia-Waack, J. (2011). Role conflict and ambiguity as predictors of job satisfaction in high school counselors. Journal of School Counselling, 9(1), 1-30.
  • Darcy, P., Kusznikow, T. & Lester, D. (1995). Job satisfaction of special education teachers. Psychological Reports, 77(1), 186.
  • De Nobile, J. & McCormick, J. (2008a). Job satisfaction of Catholic primary school staff: a study of biographical differences. International Journal of Educational Management, 22(2), 135-150.
  • Dermitas, Z. (2015). The relationship between job satisfaction and organizational commitment: a study on elementary schools. Kastamonu Education Journal, 23(1), 253-268.
  • Dermitas, Z. (2010). Teachers´ job satisfaction levels. Procedia Social and Behavioral Sciences, 9, 1069-1073.
  • Dermitas, Z. (2018). The relationships between organizational values, job satisfaction, organizational silence and affective commitment. European Journal of Education Studies, 4(11), 108-125.
  • Dinham, S. & Scott, C. (1996). Teacher satisfaction, motivation and health: phase one of the Teacher 2000 Project. Paper presented at the annual meeting of the American Educational Research Association, New York, NY, April.
  • Dinham, S. & Scott, C. (1997). Modelling teacher satisfaction: findings from 892 teaching staff at 71 schools. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL, March.
  • Dinham, S. & Scott, C. (Abril de 1998). An international comparative study of teacher satisfaction, motivation and health: Australia, England and New Zealand. Paper presented at the American Educational Research Annual Meeting, San Diego, CA, April, 1998.
  • Dinham, S. & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38(4), 379-396.
  • Dinham, S. & Scott, C. (2002). Pressure points: school executive and educational change. Journal of Educational Enquiry, 3(2), 35-52.
  • Duffy, R. D. & Lent, R. W. (2009). Test of a social cognitive model of work satisfaction in teachers. Journal of Vocational Behavior, 75, 212-223.
  • Egido, I. y Martínez, M.J. (2019). La Educación Comparada, hoy. Síntesis.
  • Ferrer, F. (2002). La educación comparada actual. Ariel.
  • Foloştină, R. & Tudorache, L. A. (2012). Stress management tools for preventing burnout phenomenon at teachers from special education. Procedia - Social and Behavioral Sciences, 69, 933-941.
  • García-Garrido, J. L. (1991). Fundamentos de la Educación Comparada.Dykinson.
  • Gilman, D., Peake, J. B. & Parr, B. (2012). A Gender analysis of job satisfaction levels of agricultural education teachers in Georgia. Journal of Career and Technical Education, 27(2), 98-113.
  • Gómez-García, C. (2015). Revisión de modelos de satisfacción laboral docente. En N. González-Fernández, I. Salcines y M.E. García (Coords), Tendencias emergentes en evaluación formativa y compartida: IX Congreso Internacional de Evaluación Formativa y Compartida en Docencia Infantil, Primaria, Secundaria y Universitaria (pp. 733-742). Universidad de Cantabria.
  • Gómez-García, C. (2021). Revisión de instrumentos de satisfacción laboral docente desarrollados en España. En J. M. Romero, M. Ramos, C. Rodríguez y J. M. Sola (Coords), Escenarios educativos investigadores: hacia una educación sostenible: XIV Congreso Internacional de Educación e Innovación (pp. 1450-1460). Universidad de Coimbra.
  • González, M. (2022). Análisis de la satisfacción laboral del profesorado no universitario de la Comunidad Autónoma de Galicia. Revista de Investigación en Educación, 20(1), 21-39.
  • Herman, J. B. & Kuczynski, K. A. (1973). The professional woman: inter and intra role conflict. Urbana Champaign, III: University of Illinois at Urbana-Champaign.
  • Herradas, S. (2021). Evaluación de la práctica de los docentes de educación obligatoria, estudio comparado en Europa. Revista Española de Educación Comparada, 39, 238-253.
  • Herranz-Bellido, J., Reig-Ferrer, A., Cabrero-García, J., Ferrer-Cascales, R. & González-Gómez. J. P. (2007). La satisfacción académica de los profesores universitarios. En M. Iglesias & F. Pastor, V Jornadas de Investigación en Docencia Universitaria. La construcción colegiada del modelo docente universitario del siglo XXI (p. 54). Universidad de Alicante.
  • Herrera, A., Huaire, E. & Marquina, R. (2022). Relación de las experiencias afectivas durante la infancia con el bienestar profesional del docente. Revista de Filosofía, 39, 292 – 305.
  • Herzberg, F., Mausner, B. & Snyderman, B. (1959). The motivation to work. John Wiley.
  • Hoekstra, B. (2014). Relating training to job satisfaction: a survey of online faculty members. Journal of Adult Education, 43(1), 1-10.
  • Hoppock, R. (1935). Job Satisfaction. Harper.
  • Hugues, V. M. (2006). Teacher evaluation practices and teacher job satisfaction. Tesis inédita de doctorado). Universidad de Missouri, Columbia.
  • Ji, C, & Chuang, C. (2012). Leadership, peer relationship, and transformational organizational culture: A relational approach to a Taiwan college music faculty sample. International Journal of Music Education, 30(1), 18-31.
  • Joiner, T.E., Sandín, B., Chorot, P., Lostao, L. & Marquina, G. (1997). Development and factor analytic validation of the SPANAS among women in Spain: (more) cross-cultural convergence in the structure of mood. Journal of Personality Assessment, 68, 600-615.
  • Judge, T. A., Locke, E. A., Durham, C. C. & Kluger, A. N. (1998). Dispositional effects on job and life satisfaction: The role of core self-evaluations. Journal of Applied Psychology, 83(1), 17-34.
  • Latif, H. (2017). Emotional Intelligence and Job Performance of High School Female Teachers. Pakistan Journal of Psychological Research, 32(2), 333-351.
  • Lent, R. W. & Brown, S. D. (2006). Integrating person and situation perspectives on work satisfaction: A social-cognitive view. Journal of Vocational Behavior, 69, 236-247.
  • Lent, R. W. & Brown, S. D. (2006). On conceptualizing and assessing social cognitive constructs in career research: a measurement guide. Journal of Career Assessment, 14(1), 12-35.
  • Lent, R. W. & Brown, S. D. (2008). Social cognitive career theory and subjective well-being in the context of work. Journal of Career Assessment, 16(1), 6-21.
  • Lent, R. W., Nota, L., Soresi, S., Ginevra, M. C. Duffy, R. D. & Brown, S. D. (2011). Predicting the job and life satisfaction of Italian teachers: Test of a social cognitive model. Journal of Vocational Behavior, 79, 91-97.
  • Lester, P.E. (1987). Development and Factor Analysis of the Teacher Job Satisfaction Questionnaire. Educational and Psychological Measurement, 47(1), 223-233.
  • Lim-Ho, C. & Tung-Au, W. (2006). Teaching satisfaction scale: Measuring job satisfaction of teachers. Educational and Psychological Measurement, 66, 172-185.
  • Mahipalan, M. & Sheena (2018). Role of Workplace Spirituality and Employee Engagement in Determining Job Satisfaction among Secondary School Teachers. Journal of Management Research, 18(4), 211-225.
  • Manzon, M. (2010). La comparación de espacios. En M. Bray, B. Adamson y M. Mason (Comp.), Educación Comparada. Enfoques y Métodos (pp. 117-158). Granica.
  • Martínez, A. (2000). Malestar docente y profesionalización en América Latina. Revista Española de Educación Comparada, 6, 87-112.
  • Martínez, M. J. (2003). Educación comparada: nuevos retos, renovados desafíos. La Muralla.
  • Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
  • Meli, D. N., Ng, A., Singer, S., Frey, P. & Schaufelberger, M. (2014). General practitioner teachers’ job satisfaction and their medical students' wish to join the field - a correlational study. BMC Family Practice, 15(50), 1-5.
  • Miller, G. V. F & Travers, C. J. (2005). Ethnicity and the experience of work: Job stress and satisfaction of minority ethnic teachers in the UK. International Review of Psychiatry, 17(5), 317-327.
  • Moriana, J. A., & Herruzo, J. (2006). Variables related to psychiatric sick leave taken by Spanish secondary school teachers. Work & Stress, 20(3), 259-271.
  • Nayeem, M. A. & Tripathy, M. R. (2012). Work-Life Balance among Teachers of Technical Institutions. Indian Journal of Industrial Relations, 47(4), 724-736.
  • Necşoi, D. V. (2011). Stress and job satisfaction among university teachers. Actas de la Conferencia Científica AFASES (pp. 320-325). AFASES.
  • Newcomb, L. H., Betts, S. I. & Cano, J. (1987). Extent of burnout among teachers of vocational agriculture in Ohio. The Journal of the American Association of Teacher Educators in Agriculture, 28(1), 26-34.
  • Ngidi, D. P. & Ngidi, S. A. (2017). Exploring the extent of job satisfaction, organizational commitment and self-esteem of lecturers at a university of technology in South Africa. Gender & Behaviour, 15(4), 10251-10267.
  • Oniface, A., Keinde, I. & Kehinde, E. (2009). Levels of job satisfaction and performance of sports officers in Lagos State secondary schools. Journal of Reasearch, 4(1), 70-73.
  • Paleksić, V., Narić, S., Vukotić, M. & Stankovć, S. (2017). The Relationship between Personality Traits and Job Satisfaction of Teachers. Scripta Medica, 48(1), 11-16.
  • Parveen, H., Bano, M. (2019). Relationship between Teachers' Stress and Job Satisfaction: Moderating Role of Teachers' Emotions. Pakistan Journal of Psychological Research, 34(2), 353-366.
  • Pavalache-Ilie, M. & Ursu, G. (2016). Burnout, locus of control and job satisfaction. A study on high school teachers. Bulletin of the Transilvania University of Braşov, Series VII: Social Sciences. Law, Special Issue, 9(1), 167-172.
  • Pepe, J. (2011). The relationship of principal resiliency to job satisfaction and work commitment: an exploratory study of K-12 public school principals in Florida. (Tesis inédita de doctorado). Universidad del Sur de Florida, Tampa.
  • Ponce, L., Ruelas, M. & Flores, L. (2022). El clima organizacional y la satisfacción laboral en docentes de una universidad pública. Revista de Innovación Educativa, 4(4), 20-30.
  • Price, J. L. & Mueller, C. W. (1981). Professional turnover: The case of nurses. Spectrum.
  • Rezaei, A., Rezvanfar, A., Akbari1, M. & Hassanshahi, H. (2008). Job satisfaction of agricultural education teachers in Yazd province of Iran. Journal of Agricultural Science and Technology, 10, 431-438.
  • Saiti, A. & Papadopoulos, Y. (2015), School teachers’ job satisfaction and personal characteristics. International Journal of Educational Management, 29(1), 73-97.
  • Scott, C. & Dinham, S. (2003). The development of scales to measure teacher and school executive occupational satisfaction. Journal of Educational Administration, 41(1), 74-86.
  • Scott, C., Cox, S. & Dinham, S. (1998). An English study of teacher satisfaction, motivation and health. Paper presented to the Annual Meeting of the American Educational Research Association, April, in San Diego.
  • Serrano, V., Ortega, P., Riveros, A. & Reyes, I. (2015). Traducción y Adaptación al Español del Cuestionario de Satisfacción Laboral para Profesores. Acta de Investigación Psicológica, 5(3), 2112-2123.
  • Shaima, A. (2011). Does Teaching Contribute to One's Wellbeing: An Examination of the Relationship between Teaching Satisfaction and Life Satisfaction. Transformative Dialogues: Teaching & Learning Journal, 4(3), 1-19.
  • Smith, P. C., Kendall, L. M., & Hulin, C. L. (1969). Measurement of Satisfaction in Work and Retirement. Rand McNally.
  • Spector, P.E. (1985). Measurement of human service staff satisfaction: Development of the job satisfaction survey. American Journal of Community Psychology, 13(6), 693-713.
  • Stasio, S., Fiorilli, C. & Benevene, P. (2017). Burnout in special needs teachers at kindergarten and primary school: investigating the role of personal resources and work wellbeing. Psychology in the Schools, 54(5), 472-486.
  • Stempien, L. R. & Loeb, R. C. (2002). Differences in job satisfaction between general education and special education teachers. Remedial & Special Education, 23(5), 258-268.
  • Swain, R. S. (1976). Faculty Satisfaction-Dissatisfaction and management by objectives for results. Wilson County Technical Institute, N.C. Office of Education (DHEW), Washington, D.C.
  • Téllez-Martínez, S., Cantón-Mayo, I. & García-Martín, S. (2021). Impedimentos a la consecución de la satisfacción y el bienestar docente. Campus Virtuales, 10(1), 185-193.
  • Tomás, J. M., de los Santos, S. & Fernández, I. (2019). Satisfacción laboral en el docente dominicano: antecedentes laborales. Revista Colombiana de Psicología, 28, 63-76.
  • Vega, L. (1999). El docente del siglo XXI. Formación y retos pedagógicos. Revista Española de Educación Comparada, 5, 209-230.
  • Voris, B, C. (2011). Teacher efficacy, job satisfaction, and alternative certification in early career special education teachers. (Tesis inédita de doctorado). Universidad de Kentucky, Lexington.
  • Vroom, V. H. (1964). Work and motivation. Wiley.
  • Walker, W. D., Garton, B. L. & Kitchel, T. J. (2004). Job satisfaction and retention of secondary agriculture teachers. Journal of Agricultural Education, 45(2), 28-38.
  • Warner, P. D. (1973). A comparative study of three patterns of staffing within cooperative extension organization and their association with organizational structure, organizational effectiveness, job satisfaction, and role conflict. (Tesis inédita de doctorado). Universidad de Ohio, Columbus.
  • Warr, P., Cook, J. & Wall, T. (1979). Scales for the measurement of some work attitudes and aspects of psychological well-being. Journal of Occupational Psychology, 52(2), 129-148.
  • Wilson, J. (2008). Instructor Attitudes toward Students: Job Satisfaction and Student Outcomes. College Teaching, 56(4), 225-229.
  • Wood, 0. R. (1973). An analysis of faculty motivation to work in the North Carolina community college system. (Tesis inédita de doctorado). Universidad de Raleigh, Carolina del Norte.
  • Wu, V. & Short, P. M. (1996). The relationship of empowerment to teacher job commitment and job satisfaction. Journal of Instructional Psychology, 23(1), 85-89.
  • Wong, Y. H. & Zhang, L. F. (2014). Perceived school culture, personality types, and wellbeing among kindergarten teachers in Hong Kong. Australasian Journal of Early Childhood, 39(2), 100-108.
  • Yin, H., Lee, J. C. K.; Zhang, Z. & Jin, Y. L. (2013). Exploring the relationship among teachers’ emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and Teacher Education, 35, 137-145.
  • Zurlo, M. C., Pes, D. & Capasso, R. (2013). Teacher stress questionnaire: validity and reliability study in Italy. Psychological Reports: Measures & Statistics, 113(2), 490-517.
  • Zurlo, M. C., Pes, D. & Capasso, R. (2016). Personality Characteristics, Job Stressors, and Job Satisfaction: Main and Interaction Effects on Psychological and Physical Health Conditions of Italian Schoolteachers. Psychological Reports, 119(1), 27-38.
  • Zurlo, M. C., Pes, D. & Cooper, C. L. (2007). Stress in teaching: a study of occupational stress and its determinants among Italian schoolteachers. Stress and Health, 23, 231-241.