Motivación docente y conflicto trabajo-familia: percepciones de docentes de Fil-Am
Resumen
Este estudio se llevó a cabo para investigar la relación entre la motivación y el conflicto trabajo-familia experimentado (WFC). La muestra consistió en 105 maestros filipino-estadounidenses K-12 en Maryland, EE. UU. Los datos utilizados en la encuesta fueron recolectados electrónicamente utilizando una Escala de Motivación y una Escala de Conflicto Trabajo-Familia. Los resultados de la escala de Motivación mostraron una media global de 6,15 (D.E. = 0,75) con una descripción cualitativa de acuerdo. Específicamente en factores de motivación o factores que son de naturaleza intrínseca, los encuestados publicaron una media combinada de 6,30 (SD = 0,63) con una descripción cualitativa de totalmente de acuerdo, mientras que en los factores de higiene o mantenimiento, los encuestados obtuvieron una media combinada de 5,99 (SD = 0,75). ) con una descripción cualitativa de estar de acuerdo, los encuestados en la escala Work-Family Conflict Scale revelaron que, en general, los docentes registraron una puntuación media de 2,42 (DE = 1,15) de un máximo de 5. Los docentes están moderadamente de acuerdo en que experimentaron un trabajo basado en el tiempo y la tensión. interferencia con la familia (WIF) e interferencia familiar basada en la tensión con el trabajo (FIW). Publicaron la respuesta en desacuerdo de que experimentaron FIW basado en el tiempo y la tensión, así como cualquiera de las dos interferencias basadas en el comportamiento (WIF y FIW). El análisis de correlación utilizando Pearson r mostró que había una relación negativa altamente significativa entre los factores de higiene y el WIF basado en la tensión, así como entre los factores de higiene y el WIF basado en el comportamiento. También hubo una relación negativa entre los factores de higiene y el FIW basado en el comportamiento. Esto significa que a medida que se satisfacen las necesidades de mantenimiento (es decir, salarios, condiciones de trabajo favorables, etc.), los maestros se sienten más energizados cuando hacen la transición de roles laborales a roles familiares. Además, satisfacer estas necesidades incentiva a los maestros a cumplir con las expectativas de comportamiento y, por lo tanto, a la intrusión de otros roles. No hubo relación entre los factores motivadores y las seis categorías de WFC. Asimismo, entre factores de higiene e interferencias tanto basadas en el tiempo (WIF y FIW) como entre factores de higiene y FIW basadas en la deformación.
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