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Objective: Currently, researching the work engagement (EL) of principals is crucial, due to its direct impact on educational quality and institutional performance. Principals with high levels of engagement not only lead more effectively, but also inspire and motivate faculty and staff, promoting a positive and collaborative work environment. In addition, understanding the factors that influence the engagement of principals allows the development of strategies and policies that strengthen their well-being and performance, which is essential to face contemporary educational challenges and ensure the success and sustainability of educational institutions. In this framework, the objective of the research was to establish the relationship between sociodemographic factors and LE in directors of educational institutions of the Chucuito Juli Local Educational Management Unit – 2023. Methods: The research adopted a quantitative, non-experimental approach, with a cross-sectional correlational design. The population was composed of 365 directors, from whom a sample of 187 directors was randomly and stratified selected. A sociodemographic file was used to evaluate sex, age, higher education, educational level, area, type of institution, employment status, and teacher scale; and the Utrecht Work Engagement Scale (UWES-17) questionnaire to measure the level of engagement with its strength, dedication and absorption dimensions. Results: It is revealed that the level of LE of the principals is high since 51.3% of the investigated identify with this level, in the dimensions vigor, dedication and absorption, they also reflected a high level, which means that they are deeply committed to their role and responsibilities within the educational institution. This is reflected in their high motivation, dedication and enthusiasm towards work. A director with a high level of EL not only shows a strong emotional connection to the organization's goals and values, but also inspires and motivates his or her team to achieve common goals. It is also shown that the teacher scale factor is related to the EL, since adequate remuneration increases employee commitment by providing greater financial satisfaction and decreasing stress related to economic issues, when employees consider their compensation to be fair and competitive, they feel appreciated and motivated, which reinforces their emotional and mental bond with work. Conclusion: The sociodemographic factors sex, age, higher education, educational level, geographical area, type of institution and employment status are not related to the EL of the directors of the educational institutions of the Chucuito Juli Local Educational Management Unit – 2023, since the p value obtained in the correlation of each factor was greater than 0.05, The only factor that is related to the EL is the teacher scale, since the p-value obtained is lower than the proposed significance level (0.04<0.05).
Objective: Currently, researching the work engagement (EL) of principals is crucial, due to its direct impact on educational quality and institutional performance. Principals with high levels of engagement not only lead more effectively, but also inspire and motivate faculty and staff, promoting a positive and collaborative work environment. In addition, understanding the factors that influence the engagement of principals allows the development of strategies and policies that strengthen their well-being and performance, which is essential to face contemporary educational challenges and ensure the success and sustainability of educational institutions. In this framework, the objective of the research was to establish the relationship between sociodemographic factors and LE in directors of educational institutions of the Chucuito Juli Local Educational Management Unit – 2023. Methods: The research adopted a quantitative, non-experimental approach, with a cross-sectional correlational design. The population was composed of 365 directors, from whom a sample of 187 directors was randomly and stratified selected. A sociodemographic file was used to evaluate sex, age, higher education, educational level, area, type of institution, employment status, and teacher scale; and the Utrecht Work Engagement Scale (UWES-17) questionnaire to measure the level of engagement with its strength, dedication and absorption dimensions. Results: It is revealed that the level of LE of the principals is high since 51.3% of the investigated identify with this level, in the dimensions vigor, dedication and absorption, they also reflected a high level, which means that they are deeply committed to their role and responsibilities within the educational institution. This is reflected in their high motivation, dedication and enthusiasm towards work. A director with a high level of EL not only shows a strong emotional connection to the organization's goals and values, but also inspires and motivates his or her team to achieve common goals. It is also shown that the teacher scale factor is related to the EL, since adequate remuneration increases employee commitment by providing greater financial satisfaction and decreasing stress related to economic issues, when employees consider their compensation to be fair and competitive, they feel appreciated and motivated, which reinforces their emotional and mental bond with work. Conclusion: The sociodemographic factors sex, age, higher education, educational level, geographical area, type of institution and employment status are not related to the EL of the directors of the educational institutions of the Chucuito Juli Local Educational Management Unit – 2023, since the p value obtained in the correlation of each factor was greater than 0.05, The only factor that is related to the EL is the teacher scale, since the p-value obtained is lower than the proposed significance level (0.04<0.05).
Objective: University tutoring is crucial to support students' academic, personal and professional success, provides individualized guidance, fosters the development of key skills and promotes student retention, thus contributing to the overall growth of university students. Within this framework, the objective of the research was to determine the relationship between the perception of the tutoring system and the academic performance of students of the National University of the Altiplano of Puno (UNAP). Methods: The research approach is quantitative, non-experimental, with a cross-sectional correlational design. The population consisted of 474 students, obtaining a sample of 213 randomly selected students. A questionnaire was used to measure the first variable, while for the second variable the minutes of evaluation corresponding to the first academic semester of the year 2023 were consulted. Results: The results reveal that students of the UNAP have a regular perception of tutoring services, both academic and personalized. While they recognize the existence of these services, they are not fully familiar with all available services. Some students have also used these services occasionally, do not consider them an essential part of their university experience and do not actively seek this type of support, except when they need it. Conclusion: In conclusion 93.4% of the students assessed the tutoring system as regular, while 6.6% considered it bad or unsatisfactory. In addition, the statistical analysis reveals a strong positive correlation (r=0.795) between the tutoring system and academic performance, supported by a p value lower than the level of significance (0.00 < 0.05) that confirms the statistical validity of this relationship. These findings suggest that as the tutoring system strengthens, there is a considerable and positive association with students' academic performance.
Objective: Admission to university means a change in lifestyles for young people, who are burdened by factors such as emotional problems, stress and must develop the skills to face positively their university studies developing their academic engagement [EA]. In this context, the aim of this study was to determine the relationship between the employment situation and academic engagement in university students. Methods: A quantitative methodology with a cross-sectional correlational design was used. The sample consisted of 429 university students, male and female, selected by a random probabilistic criterion. The Utrecht Work Engagement Scale was used to collect information. The statistical test used corresponds to the Spearman correlation. Results: The main results reveal that the level of EE of university students is average, since 48.5% identified with this level. In the dimension of vigor of the EA, high percentages of university students with a medium level of engagement with a tendency to low and very low levels were found. In the dimension of dedication, university students were characterized by having a medium level with a tendency to high and very high levels, while in the dimension of absorption, university students are characterized by having a medium level of engagement with a tendency to low levels. On the other hand, the employment situation of university students reveals that 69% study and work, while 31% only study. Conclusion: It is concluded that there is a moderate relationship between the employment situation and the EA since the p value obtained is less than the proposed significance value (0.025<0.050).
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