Relación entre identidad profesional, compromiso organizacional y desempeño del docente peruano
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Impulso
Abstract
La identidad profesional docente influye positivamente en el compromiso organizacional, lo que impacta en su desempeño, mejorando su eficacia y satisfacción en el entorno educativo. El objetivo de la investigación fue determinar la relación entre la identidad profesional, el compromiso organizacional y el desempeño docente en Apurímac, Perú. Se utilizó un enfoque cuantitativo, con un diseño no experimental y correlacional, con una muestra de 100 docentes. Los resultados muestran que el 27,00% de los docentes considera suficiente el compromiso organizacional, mientras que el 50,00% opina que su desempeño es aceptable. Se encontró una relación estadística del 72,30%. Las variables predictivas explicaron el 51,20% del comportamiento observado, mientras que el 48,80% se debió a factores no visibles en el modelo. Se concluye que existe una correlación significativa entre las tres variables, evidenciando que la identidad profesional es un factor determinante en el desempeño docente.
Teachers' professional identity positively influences organizational commitment, which impacts their performance, improving their effectiveness and satisfaction in the educational environment. The objective of the research was to determine the relationship between professional identity, organizational commitment and teacher performance in Apurímac, Peru. A quantitative approach was used, with a non-experimental and correlational design, with a sample of 100 teachers. The results show that 27.00% of teachers consider organizational commitment sufficient, while 50.00% think their performance is acceptable. A statistical relationship of 72.30% was found. The predictive variables explained 51.20% of the observed behavior, while 48.80% was due to factors not visible in the model. It is concluded that there is a significant correlation between the three variables, showing that professional identity is a determining factor in teacher performance.
Teachers' professional identity positively influences organizational commitment, which impacts their performance, improving their effectiveness and satisfaction in the educational environment. The objective of the research was to determine the relationship between professional identity, organizational commitment and teacher performance in Apurímac, Peru. A quantitative approach was used, with a non-experimental and correlational design, with a sample of 100 teachers. The results show that 27.00% of teachers consider organizational commitment sufficient, while 50.00% think their performance is acceptable. A statistical relationship of 72.30% was found. The predictive variables explained 51.20% of the observed behavior, while 48.80% was due to factors not visible in the model. It is concluded that there is a significant correlation between the three variables, showing that professional identity is a determining factor in teacher performance.
Description
Vol. 5, No. 10