Explorando el impacto del ambiente de trabajo colaborativo en el desempeño docente: una aproximación fenomenológica
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El estudio exploró el impacto del ambiente de trabajo colaborativo en el desempeño docente desde una aproximación fenomenológica. El objetivo fue analizar las percepciones y experiencias de especialistas en educación de una región del norte del Perú sobre este tipo de entorno laboral. Se adoptó un enfoque cualitativo con dos categorías principales: ambiente de trabajo colaborativo y desempeño docente. La información se recopiló mediante entrevistas semiestructuradas, validadas por un experto, y se analizó utilizando una matriz interpretativa apoyada en la técnica Open Code. Los hallazgos indicaron que un entorno positivo favorece el rendimiento, la eficacia y la satisfacción laboral del docente. Factores como la comunicación abierta, el apoyo mutuo y la colaboración efectiva emergieron como claves en la consolidación de un ambiente colaborativo exitoso. Se resalta la necesidad de fortalecer estos espacios en las instituciones educativas para mejorar la calidad del desempeño docente y los aprendizajes estudiantiles.
The study explored the impact of the collaborative work environment on teaching performance from a phenomenological approach. The objective was to analyze the perceptions and experiences of education specialists in a northern region of Peru about this type of work environment. A qualitative approach was adopted with two main categories: collaborative work environment and teaching performance. The information was collected through semi-structured interviews, validated by an expert, and analyzed using an interpretative matrix supported by the Open Code technique. The findings indicated that a positive environment favors teacher performance, effectiveness and job satisfaction. Factors such as open communication, mutual support and effective collaboration emerged as key in the consolidation of a successful collaborative environment. The need to strengthen these spaces in educational institutions to improve the quality of teacher performance and student learning is highlighted.
The study explored the impact of the collaborative work environment on teaching performance from a phenomenological approach. The objective was to analyze the perceptions and experiences of education specialists in a northern region of Peru about this type of work environment. A qualitative approach was adopted with two main categories: collaborative work environment and teaching performance. The information was collected through semi-structured interviews, validated by an expert, and analyzed using an interpretative matrix supported by the Open Code technique. The findings indicated that a positive environment favors teacher performance, effectiveness and job satisfaction. Factors such as open communication, mutual support and effective collaboration emerged as key in the consolidation of a successful collaborative environment. The need to strengthen these spaces in educational institutions to improve the quality of teacher performance and student learning is highlighted.
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Vol. 9, No. 38