El papel mediador de la autoeficacia y el impacto moderador del clima organizacional: un estudio de caso para mejorar el bienestar docente a través del liderazgo y el trabajo significativo
DOI:
https://doi.org/10.47197/retos.v65.110898Palabras clave:
Bienestar docente, trabajo significativo, autoeficacia, clima organizacional propicioResumen
Este estudio tiene como objetivo analizar la influencia del liderazgo y el trabajo significativo en el bienestar docente y examinar el papel de la autoeficacia docente como mediador y el apoyo al clima organizacional como moderador. A través de un enfoque de investigación cuantitativo con un diseño exploratorio. Los sujetos de la investigación fueron 210 profesores seleccionados de seis residencias de estudiantes en Java Central mediante técnicas de muestreo por conglomerados aleatorios. Los resultados de este estudio revelaron varios hallazgos significativos. En primer lugar, los docentes líderes, el trabajo docente significativo y la autoeficacia influyen positiva y significativamente en el bienestar de los docentes honorarios. En segundo lugar, los docentes líderes y el trabajo docente significativo influyen positivamente y sustancialmente en la autoeficacia. En tercer lugar, los líderes docentes y el trabajo docente significativo influyen positiva y significativamente en el bienestar de los docentes honorarios a través de la autoeficacia docente. En cuarto lugar, un buen clima organizacional no ha sido capaz de mediar el liderazgo docente y el trabajo docente significativo en el bienestar de los profesores honorarios.
Conclusiones: La implicación es que ninguna variable determina el bienestar de los docentes honorarios sin involucrar otras variables como un enfoque práctico y no financiero.
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