Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The objective of this research was to evaluate the relationship between job satisfaction and organizational commitment of teachers from a public university in Peru, using the sequential explanatory design (QUAN → qual) of the mixed approach. The study population consisted of 256 teachers. The quantitative analysis of surveys obtained from 114 teachers chosen through intentional sampling was performed using descriptive statistics and multivariate logistic regression analysis. The qualitative analysis of interviews obtained from 8 teachers chosen on a proactive basis was carried out through ethnographic analysis. The results indicated that: satisfied teachers have 3.39 times greater the possibility of having an organizational commitment, compared to dissatisfied teachers ((OR) = 3.39, 95% CI: 1.22-9.44); 48.3% have dissatisfaction at work and 70.2% no have commitment to continuity; the main reasons were low salaries, lack of promotion, lack of appointment, lack of recognition and opportunities for growth. However, in recognition of the job opportunity they found at the university, 82.5% have an affective commitment and 57% have a normative commitment. In conclusion, there is a significant direct relationship between job satisfaction and organizational commitment; the neglect of the hygienic and motivational factors, cause job dissatisfaction and lack of commitment to continuity.

This research relates emotional intelligence and burnout in a sample of 294 female teachers of initial education in Ayacucho, aged 23 to 65 (Medad = 40). The Emotional Intelligence Scale (WLEIS) and the Revised Teacher Burnout Questionnaire (CBP-R) were used. The results reported negative correlations between burnout and use (rburnout nucleus = -.38; rlack of realization = -.33; p < .01), regulation (rburnout nucleus = -.28; rlack of realization = -.26; p < .01), valuation of one's own emotions (rburnout nucleus = -.25 rlack of realization = -.21; p < .01). On the other hand, when comparing the emotional intelligence and the burnout with the employment situation, it was determined that the appointed teachers feel fulfilled (U= 8328, z = -2.35, p = .02, RP= .42), use their own emotions (U = 8417, z = -2.23, p = .03, RP= .42), and value their emotions (U = 8330.50, z = -2.35, p = .02, RP= .42), unlike the hired ones. In relation to second-degree and graduate studies, masters who have such training use their own emotions (U = 8615, z = -2.33, p = .02, RP= .42), unlike those who do not have such studies. Finally, teachers with classroom assistant use their own emotions (U = 7942, z = -3.33, p = .00, RP= .39), and value their emotions (U = 8870.5, z = -2.01, p = .04, RP= .43) and feel fulfilled (U = 8686, z = -2.27, p = .02, RP= .42) contrary to those who do not have that support.

Due to the importance of developing digital teaching competencies in the teacher training processes, e-activities were designed in order to increase the functionality of these competences and to be evaluated through rubrics. Therefore, the objective of this study is to verify the validity of the rubrics in order to assess the digital teaching competence and their respective effectiveness, according to the model of the National Institute of Educational Technologies and Teacher Training in Spain. To this end, a two-phase validation procedure was implemented: one by expert judgment, in which the correspondence of the rubrics with the indicators of digital teaching competence had to be corroborated and another phase of empirical validation to validate the efficiency of the rubrics for e-activity corrections, corrected by three teachers. In this phase, a mean difference analysis was performed (Friedman's Test at the 0.05 level) and it was found that there were no significant differences between the correctors who were not the teacher of the subject. Furthermore, it was concluded that the rubrics were valid to check the evaluated digital teaching competences.

This study was aimed to determine the relationship between university social responsibility and quality of administrative services at the university. It was hypothetical deductive method, being a basic, transversal correlational research, non experimental design. The present sample was probabilistic, consisting of 268 students; using the survey and the questionnaire. The study concluded that there is a significant relationship between the variable social responsibility of the university and the quality of the administrative service in the university; This implies stating that: the higher the social responsibility of the university, the higher the levels of quality of the administrative service.

This article aims to analyze the different difficulties, both academic and attitudinal, that are presented in university students who take the Basic Mathematics course for second time. This work is a qualitative research, with phenomenological design, with application of the unstructured interview technique. The theoretical support is based on reading comprehension, school skills, meaningful learning, quantitative reasoning and attitudes towards mathematics. The sample was made up of 10 students who take the Basic Mathematics course for the second time: 03 of the Professional Graphic Design career, 03 of Interior Design and 04 of Fashion Design and Management; 03 teachers who teach the course and 05 academic tutors who carry out academic tutoring activities and workshops to reinforce the course. The results allowed us to affirm that they discovered six difficulties: 1) Difficulty in reading comprehension of mathematical problems, 2) difficulty in understanding basic mathematical contents, 3) difficulty with attending classes, 4) difficulty in interest and motivation for the course , 5) difficulty in reviewing mathematical topics, 6) difficulty in attending tutoring and reinforcement workshops.

This research presents an educational experience that was developed in a private university in Santiago of Chile. The problematic issues respond to the need of tense the role of the literature in the formal education and the transforming capacity through its creative potential. The general objective is to analyze the didactic process of the lecture connecting the artistic products that students created, in a dramatic writing project context, supported by The Literary Education as an emerging paradigm.

Para Pruitt y Carnevale (1993) la negociación es una discusión entre dos o más partes que desean resolver intereses incompatibles. De dicha definición se desprende que el proceso de negociación tiene su razón de ser desde el momento en que las partes quien prolongar la relación que precisamente les ha llevado a la situación de conflicto. Si no existiera la situación conflictiva, no tendría razón de ser el proceso de negociación

La presente investigación tiene como objetivo conocer y describir la opinión de tres investigadores destacados del campo del currículo, con respecto a la evolución conceptual del término currículo. El enfoque metodológico fue cualitativo, se entrevistó a autoridades del campo curricular mexicano. Los resultados muestran diferentes puntos de vista que se complementan y ofrecen una visión integral.

La oratoria martiana es objeto de estudio en la educación superior cubana con el propósito de destacar los principios éticos que el tribuno enarbola, pero se obvia la valoración de la poesía en la que estos se sustentan. Demostramos en este trabajo cómo ambos aspectos se relacionan a través del análisis de algunos de sus discursos políticos más importantes.

The article aims to document the types of cyberviolence faced by 120 students of an urban high school in the cd. Toluca. Understood as an aggressive and intentional act online is about “sending and posting harmful or cruel texts or images over the Internet or other digital media” (Willard, 2005). Based on a mixed research design, the “online violence” self-report was applied, which allowed to identify trends and subsequently, from a narrative generating question, the experience stories with online violence were recovered.