Job Satisfaction in Teachers: Theoretical and Methodological Proposal

Authors

  • Rosalba Treviño Reyes Autonomous University of Nuevo Leon
  • Adriana Segovia Romo adrianasegovia@hotmail.com
  • Elías Alvarado Lagunas Autonomous University of Nuevo Leon
  • Pablo Guerra Rodríguez Autonomous University of Nuevo Leon

DOI:

https://doi.org/10.33423/jhetp.v19i4.2204

Keywords:

Higher Educcation, Structural Empowerment, Psychological Empowerment, Job Satisfaction, Teachers, Mexico, Attitudes, Behaviors, organizational behavior

Abstract

This paper analyzes the structural empowerment, psychological empowerment, and job satisfaction of teachers from public institutions in middle higher education in Mexico. The theoretical review covers the approach to the problem and discusses the variables and graphic models used in the study. It also presents the proposed hypotheses and the main methodological challenges encountered. It considers the importance of studying the attitudes and behaviors that influence the organizational behavior of the workforce. It focuses on a geographic area not covered in previous research.

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Published

2019-09-02

How to Cite

Reyes, R. T., Romo, A. S., Lagunas, E. A., & Rodríguez, P. G. (2019). Job Satisfaction in Teachers: Theoretical and Methodological Proposal. Journal of Higher Education Theory and Practice, 19(4). https://doi.org/10.33423/jhetp.v19i4.2204

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Section

Articles