Propiedades psicométricas del cuestionario abreviado Clima Profesional Educativo (CPE-A)

  1. Emilio Álvarez Arregui 1
  2. Adriana Genoveva Samaniego Benavidez 2
  3. Francisco Javier Herrero Diez 1
  4. Alejandro Rodríguez-Martín 1
  5. Francisco Javier Rodríguez Díaz 1
  1. 1 Universidad de Oviedo
    info
    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

    Geographic location of the organization Universidad de Oviedo
  2. 2 Universidad Técnica Particular de Loja
    info
    Universidad Técnica Particular de Loja

    Loja, Ecuador

    ROR https://ror.org/04dvbth24

    Geographic location of the organization Universidad Técnica Particular de Loja
Journal:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Year of publication: 2025

Volume: 28

Issue: 1

Pages: 59-85

Type: Article

DOI: 10.5944/EDUCXX1.39796 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educación XX1: Revista de la Facultad de Educación

Abstract

The aim of this study was to assess the professional teaching climate in secondary schools in Asturias by designing a questionnaire with 55 items to assess the dimensions of the work climate and 25 items to assess job satisfaction and teacher effectiveness. The target population was 4,581 teachers from secondary schools and CPEBs in Asturias. 2,000 teachers were selected using a stratified random procedure without item replacement, with a sampling error rate of 1.7% at 95% confidence and a confidence level of 0.95. A panel of experts comprising researchers from different universities and secondary school teachers participated in its construction. In addition, the «expert competence coefficient» or «K coefficient» procedure was used to establish six scales: teacher-student relationship, teacher-peer relationship, teacher-superior relationship, new proposals in education, degree of effectiveness and degree of satisfaction. The results obtained indicate that the questionnaire is valid and reliable for measuring teacher dimensions in the field of education; it gives value to the degree of teacher satisfaction in developing effective academic management. The results are discussed in terms of their contribution to the generation of sustainable, positive and supportive work environments to improve the teaching climate, which is expected to have a positive impact on the quality of teaching and learning processes. This article confirms the relevance of work climate in educational organisations and presents an effective tool for its assessment at regional, national and international levels.

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Data source: Dialnet