Publication: El efecto moderador de las características de edad y género sobre la autoeficacia y el apoyo organizacional percibido entre docentes de educación superior
Authors
Céspedes, Cristian ; Roy, Damarys ; Rubio, Andrés ; Fuentealba, Sergio ; Leigh, Camila
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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Description
Abstract
Este estudio se centró en variables de género y edad para analizar la relación entre la autoeficacia y el apoyo organizacional de los docentes de educación superior. Los hallazgos, realizados sobre una muestra de 333 estudiantes de un programa de Magíster en Docencia en Educación Superior en Chile, confirmaron una correlación positiva moderada entre autoeficacia y apoyo organizacional, sin importar el género o la edad del docente. Los resultados indican que, en este contexto, la autoeficacia es un predictor confiable del apoyo organizacional, lo que tiene implicaciones prácticas para el diseño de intervenciones educativas destinadas a mejorar ambas variables.
This study focused on age and gender variables to examine the relationship between self-efficacy and organizational support among higher education faculty. Based on a sample of 333 students from a Master's program in Higher Education Teaching in Chile, the findings confirmed a significant correlation between self-efficacy and organizational support, regardless of the teacher's age or gender. The results indicate that, self-efficacy is a reliable predictor of organizational support, which has practical implications for the design of educational interventions aimed at enhancing both variables. The study also revealed that working conditions in higher education in Chile provide a democratic environment, positively contributing to the academic realm and faculty well-being.
This study focused on age and gender variables to examine the relationship between self-efficacy and organizational support among higher education faculty. Based on a sample of 333 students from a Master's program in Higher Education Teaching in Chile, the findings confirmed a significant correlation between self-efficacy and organizational support, regardless of the teacher's age or gender. The results indicate that, self-efficacy is a reliable predictor of organizational support, which has practical implications for the design of educational interventions aimed at enhancing both variables. The study also revealed that working conditions in higher education in Chile provide a democratic environment, positively contributing to the academic realm and faculty well-being.
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