Clima laboral y riesgo psicosocial en una institución educativa peruana
Date
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
Los riesgos psicosociales en docentes de educación básica se manifiestan en la falta de claridad en roles y la presencia de hostigamiento, destacando como objetivo la necesidad de explorar la relación de esta variable con el clima laboral. Este estudio, de tipo descriptivo correlacional, empleó un muestreo intencional censal para seleccionar 148 participantes. La recolección de datos incluyó el uso del instrumento CL-SPC de Palma (2004) con 50 preguntas para evaluar el clima laboral, y la versión corta del ISTAS-21 con 20 preguntas para medir riesgos psicosociales. Los resultados revelaron una influencia significativa (r=-0.9040, p<0.05) del clima organizacional en los riesgos psicosociales en las instituciones educativas del distrito de Oyón. En conclusión, este estudio destaca la importancia de abordar la relación entre riesgos psicosociales y clima laboral en el contexto educativo para implementar intervenciones que mejoren la calidad de vida laboral y el rendimiento docente.
Psychosocial risks in basic education teachers are manifested in the lack of role clarity and the presence of harassment, highlighting as an objective the need to explore the relationship of this variable with the work environment. This study, of a descriptive correlational type, used a purposive census sampling to select 148 participants. Data collection included the use of the CL-SPC instrument by Palma (2004) with 50 questions to assess work climate, and the short version of the ISTAS-21 with 20 questions to measure psychosocial risks. The results revealed a significant influence (r=-0.9040, p<0.05) of organizational climate on psychosocial risks in educational institutions in the district of Oyón. In conclusion, this study highlights the importance of addressing the relationship between psychosocial risks and work climate in the educational context in order to implement interventions that improve the quality of work life and teacher performance.
Psychosocial risks in basic education teachers are manifested in the lack of role clarity and the presence of harassment, highlighting as an objective the need to explore the relationship of this variable with the work environment. This study, of a descriptive correlational type, used a purposive census sampling to select 148 participants. Data collection included the use of the CL-SPC instrument by Palma (2004) with 50 questions to assess work climate, and the short version of the ISTAS-21 with 20 questions to measure psychosocial risks. The results revealed a significant influence (r=-0.9040, p<0.05) of organizational climate on psychosocial risks in educational institutions in the district of Oyón. In conclusion, this study highlights the importance of addressing the relationship between psychosocial risks and work climate in the educational context in order to implement interventions that improve the quality of work life and teacher performance.
Description
Vol. 9, No. 36
Keywords
Riesgos psicosociales, Clima laboral, Educación básica, Calidad de vida laboral, Rendimiento docente, Psychosocial risks, Work climate, Basic education, Quality of work life, Teacher performance, Riscos psicossociais, Clima de trabalho, Educação básica, Qualidade de vida no trabalho, Desempenho do professor