Organizational climate as a predictor of quality of life at work of Mexican secondary school teachers according to their work shift

• Autor(a) principal: Orozco-Solis, Mercedes Gabriela
• Data de Publicação: 2024
• Outros Autores: Bravo-Andrade, Héctor Rubén, Ruvalcaba-Romero , Norma Alicia, Colunga-Rodríguez, Bertha Alicia, Vázquez-Juárez, Claudia Liliana, Vázquez-Colunga, Julio César
• Tipo de documento: preprint
• Idioma: spa
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/7849
• topic: Qualidade de vida no trabalho; Clima organizacional; turno escolar; Professores; Quality of work life; Organizational climate; school shift; Teachers; Calidad de vida en el trabajo; Clima organizacional; Turno escolar; Docentes

Double-shift schooling is a strategy implemented in public secondary schools to promote greater access to education for students. The working conditions that occur in each shift can promote differences in factors such as the organizational climate (OC) and the quality of life at work (CVT) that teachers perceive. Objective: to determine if CO is a predictor of CVT in secondary school teachers according to their work shift. Method: analytical cross-sectional study, non-probabilistic sample of 321 teachers from ten public secondary schools. The Koys and Decottis instruments for OC (α=.939) and the Quality of Life at Work Questionnaire “CVT-Gohisalo” (α=.951) were applied with prior consent. The participants were divided by shift: morning, afternoon and both shifts, a linear regression analysis was applied separately for each group in successive steps. Results: In teachers of the morning shift, the final model maintained a predictive value of 41% of the variance in the CVT, with the dimensions cohesion, pressure and support being those that maintained significance with a large effect size. For the group of participants in the evening shift, in the final model the pressure and recognition variables predict 10.9% of the CVT variance with a small effect size. In teachers who work both shifts, pressure explains 40.4% of the CVT variance, with a large effect size Conclusions: Each school shift has conditions that promote particular interactions that generate an impact on psychosocial factors. The pressure for teachers who work both shifts has a greater impact on their CVT.