Factores individuales, estructurales, organizacionales y culturales asociados a la satisfacción laboral en directores escolares

Daniela Barrientos; Jazmin Galindo; Nayeli Yparraguirre; Trinidad Lettieri; Gonzalo Ferrari

doi:10.32351/rca.v10.383

Factores individuales, estructurales, organizacionales y culturales asociados a la satisfacción laboral en directores escolares

INDIVIDUAL, STRUCTURAL, ORGANIZATIONAL AND CULTURAL FACTORS ASSOCIATED WITH JOB SATISFACTION IN SCHOOL PRINCIPALS

Daniela Barrientos, Jazmin Galindo, Nayeli Yparraguirre, Trinidad Lettieri, Gonzalo Ferrari

DOI: https://doi.org/10.32351/rca.v10.383

Resumen

La evidencia internacional señala que, existe un desencantamiento por ocupar cargos directivos escolares y una disminución sustancial de los aspirantes a este puesto debido a las sobredemandas, los cambios normativos y las complejidades del rol. Es por ello que, las estrategias de reclutamiento y retención se han enfocado en aumentar la satisfacción laboral de los directores de escuela. Además, es notable destacar que pese a su alto grado de influencia en la mejora escolar y el aprendizaje de los estudiantes los directores sean menos estudiados que otros actores escolares. Por lo que, el presente artículo busca indagar sobre los factores que influencian mayormente a la satisfacción laboral de los directivos escolares. Los resultados de la revisión evidencian que este fenómeno es complejo y que existen múltiples factores que pueden causar satisfacción o insatisfacción laboral en los directores. También se destaca que, los diferentes resultados de satisfacción laboral pueden verse explicados por las características locales de la escuela y los contextos culturales a los que los directores deben verse expuestos en su labor. Los hallazgos sugieren que es necesario seguir indagando en esta brecha de conocimiento para aportar al desarrollo de políticas públicas que estén orientadas a favorecer la satisfacción laboral de los directores a través de programas de acompañamiento y ofertas de desarrollo profesional, que a su vez permitan atraer y mantener a directores cualificados y comprometidos y, en consecuencia, lograr así una mejora en la calidad educativa.

Abstract

International evidence indicates a growing disillusionment with taking on school leadership positions and a significant decline in candidates for these roles, due to excessive demands, regulatory changes, and the increasing complexities of the role. Consequently, recruitment and retention strategies have focused on enhancing job satisfaction among school principals. Furthermore, it is worth noting that, despite their significant influence on school improvement and student learning, principals are studied less frequently than other school actors. Therefore, this article aims to investigate the factors that most significantly impact the job satisfaction of school leaders. The review results show that this phenomenon is complex and that multiple factors can lead to either job satisfaction or dissatisfaction among principals. It also highlights that different outcomes in job satisfaction can be explained by the local characteristics of the school and the cultural contexts principals encounter in their work. The findings suggest that it is necessary to continue investigating this knowledge gap to contribute to the development of public policies aimed at promoting principals' job satisfaction through support programs and professional development opportunities. This, in turn, would help attract and retain qualified, committed principals, ultimately leading to improvements in educational quality.

Palabras clave:

directores de escuela; satisfacción laboral; factores individuales; factores estructurales; factores organizacionales; factores culturales

Keywords:

School principals; job satisfaction; individual factors; structural factors; organizational factors; cultural factors

Lea Aqui el Texto completo en PDF HTML XML EPUB

Como citar el artículo

Encontrar Referencias

Email al autor (Para contactarse con el autor inicie sesión Aquí)

Sobre el autor:

Daniela Barrientos
ID de ORCID Universidad Andrés Bello
Chile

Es estudiante de la Universidad Andrés Bello, Facultad de Educación y Ciencias Sociales, Chile.

Jazmin Galindo
ID de ORCID Universidad Científica del Sur
Perú

Es estudiente de la Universidad Científica del Sur, Perú.

Nayeli Yparraguirre
ID de ORCID Universidad Científica del Sur
Perú

Es estudiante de la Universidad Científica del Sur, Carrera de Psicología, Perú.

Trinidad Lettieri
ID de ORCID Universidad de Flores
Argentina

Es estudiente de la Universidad de Flores, Facultad de Psicología, Argentina.

Gonzalo Ferrari
ID de ORCID Universidad de Flores
Argentina

Es estudiente de la Universidad de Flores, Facultad de Psicología, Argentina.

Referencias

Ahadi, B. (2009). Relationship between mental health and job satisfaction among high school principals and teacher in Iran. Research Journal of Biological Sciences, 4(3), 363–368.

Andreassi, J., Lawter, L., Brockerhoff, M., & Rutigliano, P. (2014). Cultural impact of human resource practices on job satisfaction. Cross Cultural Management, 21(1), 55–77. https://doi.org/10.1108/CCM-05-2012-0044

Ash, R. C., Hodge, P. H., & Connell, P. H. (2013). The recruitment and selection of principals who increase student learning. Education, 134(1), 94–100.

Barrientos, D. (2021). Percepciones de bienestar en directores de edad avanzada en establecimientos educativos públicos de Santiago: un estudio de caso [Pontificia Universidad Católica de Chile]. https://doi.org/10.7764/tesisUC/EDU/64878

Barry, D. A. (2002). Job Satisfaction and Leadership Style: A Study of Michigan High Job Satisfaction and Leadership Style: A Study of Michigan High School Principals School Principals. https://scholarworks.wmich.edu/dissertations/1158

Barty, K., Thomson, P., Blackmore, J., & Sachs, J. (2005). Unpacking the issues: researching the shortage of school principals in two states in Australia. The Australian Educational Researcher, 32, 1-18.

Bauer, S. C., & Silver, L. (2018). The impact of job isolation on new principals’ sense of efficacy, job satisfaction, burnout and persistence. Journal of Educational Administration, 56(3), 315–331. https://doi.org/10.1108/JEA-07-2017-0078

Beausaert, S., Froehlich, D. E., Devos, C., & Riley, P. (2016). Effects of support on stress and burnout in school principals. Educational Research, 58(4), 347–365. https://doi.org/10.1080/00131881.2016.1220810

Brun, J. P., & Dugas, N. (2008). An analysis of employee recognition: Perspectives on human resources practices. International Journal of Human Resource Management, 19(4), 716–730. https://doi.org/10.1080/09585190801953723

Bustillos, M., Quintero, Y., Lamus, T., & Lamus, R. (2022). La cultura organizacional del personal directivo en instituciones educativas venezolanas. Un estudio cualitativo. International Journal of New Education, 9, 65–86. https://doi.org/10.24310/IJNE.9.2022.14278

Calderón, E., & Huamaní, E. (2023). Aspectos relevantes de la cultura organizacional de los docentes en una institución de educación superior tecnológica peruana. Interfases, 017, 123–145. https://doi.org/10.26439/interfases2023.n017.6321

Dadaczynski, K., & Paulus, P. (2020). The predictive value of individual and work-related resources for the health and work satisfaction of German school principals. https://doi.org/10.1177/0017896919867118

Daresh, J. C., & Capasso, R. (2002). Where are the future principals? Explaining a lack of interest. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April 1-5.

Darmody, M., & Smyth, E. (2016). Primary school principals’ job satisfaction and occupational stress. International Journal of Educational Management, 30(1), 115–128. https://doi.org/10.1108/IJEM-12-2014-0162

Dávila, J., Huertas, J., & Leal-Soto, F. (2024). Psychological structure of teacher well-being: Justification of a situated model. Revista de Psicodidáctica (English Ed.), 29(1), 19–27. https://doi.org/10.1016/j.psicoe.2023.12.001

Denecker, C. (2019). School Principals’ Work Stress in an Era of New Education Governance. Swiss Journal of Sociology, 45(3), 447–466. https://doi.org/10.2478/sjs-2019-0021

Dhuey, E., & Smith, J. (2018). How school principals influence student learning. Empirical Economics, 54(2), 851–882. https://doi.org/10.1007/s00181-017-1259-9

Eckman, E. W. (2004). Similarities and differences in role conflict, role commitment, and job satisfaction for female and male high school principals. Educational Administration Quarterly, 40(3), 366–387. https://doi.org/10.1177/0013161X03257835

Elomaa, M., Eskelä-Haapanen, S., Pakarinen, E., Halttunen, L., & Lerkkanen, M. K. (2023). Work-related stress of elementary school principals in Finland: Coping strategies and support. Educational Management Administration and Leadership, 51(4), 868–888. https://doi.org/10.1177/17411432211010317

Fansher, T. A., & Buxton, T. H. (1984). A Job Satisfaction Profile of the Female Secondary School Principal in the United States. NASSP Bulletin, 32–39.

Graham, M. W., & Messner, P. E. (1998). Principals and job satisfaction. International Journal of Educational Management, 12(5), 196–202. https://doi.org/10.1108/09513549810225925

Haines, G. A. (2007). Job satisfaction among high school principals in Mississippi.

Hallinger, P., & Heck, R. H. (1998). Exploring the Principal’s Contribution to School Effectiveness: 1980-1995. School Effectiveness and School Improvement, 9(2), 157–191. https://doi.org/10.1080/0924345980090203

Harris, A., Leithwood, K., Day, C., Sammons, P., & Hopkins, D. (2007). Distributed leadership and organizational change: Reviewing the evidence. Journal of Educational Change, 8(4), 337–347. https://doi.org/10.1007/s10833-007-9048-4

Hoppock, R. (1935). Job Satisfaction. 303. https://doi.org/10.1002/j.2164-5892.1938.tb00348.x

Horwood, M., Marsh, H. W., Parker, P. D., Riley, P., Guo, J., & Dicke, T. (2021). Burning Passion, Burning Out: The Passionate School Principal, Burnout, Job Satisfaction, and Extending the Dualistic Model of Passion. Journal of Educational Psychology, 113(8), 1668–1688. https://doi.org/10.1037/edu0000664

Johnson, S., Kraft, M., & Papay, J. (2012). How context matters in high-need schools: The effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record: The Voice of Scholarship in Education, 114(10), 1–39. https://doi.org/10.1177/016146811211401004

Judge, T. A., & Klinger, R. (2008). Job Satisfaction Subjective Well-Being at Work.

Karaköse, T., Kocabaş, İ., & Yeşilyurt, H. (2014). A quantitative study of school administrators’ work-life balance and job satisfaction in public schools. Pak. J. Statist., 30(6), 1231–1241. https://www.researchgate.net/publication/289002648

Kılınç, A. Ç., Polatcan, M., Turan, S., & Özdemir, N. (2024). Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: a multilevel mediated-effect model. Irish Educational Studies, 43(2), 281–299. https://doi.org/10.1080/03323315.2022.2061567

Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management: The Impact of School Leadership on Student Outcomes, 28(1), 27–42. http://www.tandfonline.com/doi/abs/10.1080/13632430701800060

Leithwood, K., & Jantzi, D. (2006). Transformational school leadership for large-scale reform: Effects on students, teachers, and their classroom practices. In School Effectiveness and School Improvement (Vol. 17, Issue 2, pp. 201–227). https://doi.org/10.1080/09243450600565829

Liu, X. (2007). The effect of teacher influence at school on first-year teacher attrition: A multilevel analysis of the Schools and Staffing Survey for 1999-2000. In Educational Research and Evaluation (Vol. 13, Issue 1, pp. 1–16). https://doi.org/10.1080/13803610600797615

Liu, Y. (2020). Focusing on the Practice of Distributed Leadership: The International Evidence From the 2013 TALIS. Educational Administration Quarterly, 56(5), 779–818. https://doi.org/10.1177/0013161X20907128

Liu, Y., & Bellibas, M. S. (2018). School factors that are related to school principals’ job satisfaction and organizational commitment. International Journal of Educational Research, 90, 1–19. https://doi.org/10.1016/j.ijer.2018.04.002

Liu, Y., & Werblow, J. (2019). The operation of distributed leadership and the relationship with organizational commitment and job satisfaction of principals and teachers: A multi-level model and meta-analysis using the 2013 TALIS data. International Journal of Educational Research, 96, 41–55. https://doi.org/10.1016/j.ijer.2019.05.005

Locke, E. A. (1976). The Nature and Causes of Job Satisfaction. In M. D. Dunnette (Ed.), Handbook of Industrial and Organizational Psychology: Vol. I (pp. 1297–1343).

Manao, E., Saleh, M., & Metroyadi, M. (2023). The relationship between the transformational leadership style of school principals, assertive communication, and working climate on job satisfaction of private elementary school teachers in North Banjarbaru District. International Journal of Social Science and Human Research, 06(06). https://doi.org/10.47191/ijsshr/v6-i6-37

Martínez, I., & Gil, J. (2018). Explicación de la satisfacción en la dirección escolar a partir del desempeño de la función directiva. Education in the Knowledge Society (EKS), 19(1), 77–95. https://doi.org/10.14201/eks20181917795

Mercer, D. (1997). Job Satisfaction and the Secondary Headteacher: The creation of a model of job satisfaction. 57–68. https://doi.org/10.1080/13632439770168

Mgaiwa, S., & Hamis, Y. (2022). School principals versus teachers’ expectations: the interplay between school leadership and teachers’ job satisfaction in rural Tanzania. SN Social Sciences, 2(12), 262. https://doi.org/10.1007/s43545-022-00578-3

Miller, N. J. (1985). A description of secondary school principals in Minnesota and their job satisfaction [University of North Dakota]. https://commons.und.edu/theses

Monk, D. (2007). Recruiting and retaining high-quality teachers in rural areas. The Future of Childen, 17(1), 155–174. www.futureofchildren.org

Muñoz, G., Weinstein, J., & Álvarez, N. (2022). La voz de los directores y directoras de la Nueva Educación Pública. Reporte de resultados.

Naman, W. (2009). Turnover in focus: An examination of the variables that teachers consider when making decisions to stay in or leave their positions [University of Virginia]. http://ezproxy.puc.cl/dissertations-theses/turnover-focus-examination-variables-that/docview/305010275/se-2

Newby, J. E. (1999). Job satisfaction of milled school principals in Virginia.

Nitta, T., Deguchi, Y., Iwasaki, S., Kanchika, M., & Inoue, K. (2019). Depression and occupational stress in Japanese school principals and vice-principals. Occupational Medicine, 69(1), 39–46. https://doi.org/10.1093/occmed/kqy149

Ovillo, L., Sanchez, J., & Meleán, R. (2023). Cultura organizacional en institución educativa del Perú: análisis desde la perspectiva docente en post pandemia. Telos: Revista de Estudios Interdisciplinarios En Ciencias Sociales, 25(2), 324–337. https://doi.org/10.36390/telos252.07

Paddock, S. (1981). Male and female career paths in school administration. In P. Schmuck, W. Charters, & R. Carlson (Eds.), Educational policy and management: Sex differentials (pp. 187–198). New York: Academic Press.

Price, H. (2012). Principal–teacher interactions: How affective relationships shape principal and teacher attitudes. Educational Administration Quarterly, 48(1), 39–85. https://doi.org/10.1177/0013161X11417126

Riley, P. (2017). New Zealand Primary School Principals ’ Occupational Health and Wellbeing Survey 2016 Data. 1–60.

Romero, C., & Krichesky, G. (2019). El director escolar en Argentina: Un actor clave pero (aún) invisible. Un estudio sobre las normas, condiciones laborales y formación de los directores escolares de escuelas públicas. Education Policy Analysis Archives, 27, 12. https://doi.org/10.14507/epaa.27.3576

Santana, L., Cunha, N., Ferreira, M., Moura, L., & Oliveira, A. (2012). Gestores escolares da rede pública em Minas Gerais: fatores de satisfação no trabalho. Educação Em Revista, 28(1), 491–520. https://doi.org/10.1590/S0102-46982012000100021

Simbron, S., & Sanabria, F. (2020). Liderazgo directivo, clima organizacional y satisfacción laboral del docente. CIENCIAMATRIA, 6(1), 59–83. https://doi.org/10.35381/cm.v6i10.295

Skaalvik, C. (2023). Emotional exhaustion and job satisfaction among Norwegian school principals: relations with perceived job demands and job resources. International Journal of Leadership in Education, 1–25. https://doi.org/10.1080/13603124.2020.1791964

Thapa, A., Cohen, J., Guffey, S., & Higgins, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/10.3102/0034654313483907

Valdés, M. (2008). Percepción de satisfacción laboral de directores de escuelas municipales de San Pedro de la Paz y Chillán. Universidad de Concepción.

Voon, M., Lo, M., & Ngui, K. (2011). The influence of leadership styles on employees’ job satisfaction in public sector organization in Malaysia. International Journal of Business, Management and Social Sciences, 2(1), 24–32. https://www.researchgate.net/publication/215628333

Wang, F., Pollock, K. E., Hauseman, C., & Pollock, K. (2018). School Principals’ Job Satisfaction: The Effects of Work Intensification. Canadian Journal of Educational Administration and Policy, 185, 73–90. https://ir.lib.uwo.ca/edupub

Wang, K., Chen, Z., Luo, W., Li, Y., & Waxman, H. (2018). Examining the differences between the job satisfaction of STEM and Non-STEM novice teachers with leaving intentions. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2329–2341. https://doi.org/10.29333/ejmste/89516

Wang, K., Li, Y., Luo, W., & Zhang, S. (2020). Selected factors contributing to teacher job satisfaction: A Quantitative investigation using 2013 TALIS Data. Leadership and Policy in Schools, 19(3), 512–532. https://doi.org/10.1080/15700763.2019.1586963

Weinstein, J., & Muñoz, G. (2012). ¿Qué sabemos sobre los directores de escuela en Chile?”. Fundación Chile y CEPPE: Santiago de Chile.

Wrzesniewski, A., Mccauley, C., Rozin, P., & Schwartz, B. (1997). Jobs, Careers, and Callings: People’s Relations to Their Work. In JOURNAL OF RESEARCH IN PERSONALITY (Vol. 31).

Wu, H., & Shen, J. (2022). The association between principal leadership and student achievement: A multivariate meta-meta-analysis. In Educational Research Review (Vol. 35). Elsevier Ltd. https://doi.org/10.1016/j.edurev.2021.100423

Yang, Z., Qi, S., Zeng, L., Han, X., & Pan, Y. (2021). Work-Family Conflict and Primary and Secondary School Principals’ Work Engagement: A Moderated Mediation Model. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.596385

Zellner, L., Jinkins, D., Gideon, B., Doughty, S., & McNamara, P. (2002). Saving the Principal: The Evolution of Initiatives That Made a Difference in the Recruitment and Retention of School Leadership.

Estadísticas de lectura:

Descargas: 152 PDF - 53 HTML - 44 XML - 40 EPUB - 31 Cit.

This work is licensed under a Creative Commons Attribution 4.0 International License.

Esta Revista Científica Arbitrada provee acceso libre, gratuito e inmediato a su contenido (sin necesidad de que el lector se registre) bajo el principio de que hacer disponible la investigación al público fomenta un mayor intercambio del conocimiento global y por lo tanto un mayor desarrollo del hombre.

Esta revista tampoco cobra ningún tipo de arancel a los investigadoresque deseen publicar sus trabajos. No tiene cargos para los autores por el envío ni por el procesamiento del artículo bajo el mismo principio del párrafo anterior. Si el artículo pasa el proceso de revisión doble ciego y es aceptado, la Fundación MenteClara otorgará al autor una beca de 594 euros para cubrir el 100% de los costos de procesamiento, publicación y difusión, de su investigación.

Para que su artículo sea incluido en la publicación, es necesario que los trabajos se encuentren libres de compromisos editoriales con cualquier otra revista u órgano editorial. Cada contribución será sometida primero a una evaluación de relevancia temática por el Comité Editorial y luego a una evaluación tipo doble ciego con evaluadores internos y externos. Los envíos deberán hacerse llegar por correo electrónico a la Revista Científica Arbitrada de la FMC.

Esta revista se indexa automáticamente en CrossRef, OpenAire, Google Scholar, Latindex, Redib, Caicyt, Redalyc, ERIHPLUS y los principales Index y Bibliotecas. Utiliza además el sistema LOCKSS(Lots of Copies Keep Stuff Safe) para crear un archivo seguro y permanente de la revista.

Continuamos expandiendo límites en ciencia abierta: desde el 1 de noviembre de 2018 todos los artículos de esta revista están disponibles bajo una licencia de Creative Commons Reconocimiento 4.0 Internacional.

[ Navegar por: Número | Autor | Título ] [ Información para: Lectores | Autores | Bibliotecarios ] [ Comité Editorial ] [ Indexación ]

Publicación Continua ISSN 2469-0783 |info@menteclara.org| Tel: +54 91126511084

Es la mayor colección de revistas académicas. Gestionada por la Universidad de Edimburgo, contiene metadatos de los artículos de 2.746 editores.
JournalTOCs ha tenido especial cuidado en incluir solo las revistas de mayor audiencia en sus campos, para garantizar resultados de calidad.