El Clima Institucional y el Desempeño Laboral de los Docentes en la Institución Educativa N° 218 – Urbanización Túpac Amaru del Distrito de Tarapoto, Periodo 2017
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Date
2024-03-08
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Universidad Nacional de Educación Enrique Gúzman y Valle
Abstract
El objetivo de este trabajo de investigación fue determinar la relación entre la relación entre el clima institucional y el desempeño laboral de los docentes en la Institución Educativa N° 218 – Urbanización Túpac Amaru del Distrito de Tarapoto, periodo 2017. La metodología empleada llevó un enfoque cuantitativo, de tipo básica, nivel correlacional y diseño no experimental, con una muestra de 50 docentes y el cuestionario siendo el instrumento. El análisis revela que aproximadamente el 70% de los participantes calificaron el clima institucional como regular, relacionado con problemas de comunicación, recursos y trato. Además, el 56% que percibe regularidad en la preparación del aprendizaje también evalúa así el clima institucional. En el caso del problema específico 2, alrededor del 66% de los docentes calificaron su desempeño laboral como regular, correlacionado con la percepción regular del 64% en la función estratégica y del 66% en la función pedagógica. Posterior a ello de acuerdo al análisis inferencial realizado entre el clima institucional y el desempeño laboral tuvo un coeficiente de 0,783. Se concluyo que se logró conocer que el clima institucional ha mostrado un vínculo con desempeño laboral, es decir no tener suficientes recursos o interés en el clima que se practica en la institución ocasionará el poco compromiso de los docentes en su enseñanza.
The objective of this research work was to determine the relationship between the relationship between the institutional climate and the work performance of teachers in Educational Institution No. 218 – Túpac Amaru Urbanization of the District of Tarapoto, period 2017. The methodology used took a quantitative, basic type, correlational level and non-experimental design, with a sample of 50 teachers and the questionnaire being the instrument. The analysis reveals that approximately 70% of the participants rated the institutional climate as regular, related to communication, resources and treatment problems. Furthermore, the 56% who perceive regularity in learning preparation also evaluate the institutional climate in this way. In the case of specific problem 2, around 66% of teachers rated their job performance as regular, correlated with the regular perception of 64% in the strategic function and 66% in the pedagogical function. After that, according to the inferential analysis carried out between the institutional climate and work performance, it had a coefficient of 0.783. It was concluded that it was possible to know that the institutional climate has shown a link with job performance, that is, not having enough resources or interest in the climate that is practiced in the institution will cause the teachers to have little commitment to their teaching.
The objective of this research work was to determine the relationship between the relationship between the institutional climate and the work performance of teachers in Educational Institution No. 218 – Túpac Amaru Urbanization of the District of Tarapoto, period 2017. The methodology used took a quantitative, basic type, correlational level and non-experimental design, with a sample of 50 teachers and the questionnaire being the instrument. The analysis reveals that approximately 70% of the participants rated the institutional climate as regular, related to communication, resources and treatment problems. Furthermore, the 56% who perceive regularity in learning preparation also evaluate the institutional climate in this way. In the case of specific problem 2, around 66% of teachers rated their job performance as regular, correlated with the regular perception of 64% in the strategic function and 66% in the pedagogical function. After that, according to the inferential analysis carried out between the institutional climate and work performance, it had a coefficient of 0.783. It was concluded that it was possible to know that the institutional climate has shown a link with job performance, that is, not having enough resources or interest in the climate that is practiced in the institution will cause the teachers to have little commitment to their teaching.
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Borbor Reategui, K. (2024). El Clima Institucional y el Desempeño Laboral de los Docentes en la Institución Educativa N° 218 – Urbanización Túpac Amaru del Distrito de Tarapoto, Periodo 2017 (Tesis de posgrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.