Introduction: The rapid integration of digital technologies into contemporary organizations has transformed classical management practices, challenging traditional principles of Taylorism. This study investigates the interaction between Taylorist principles and digital tools, focusing on their impact on workflow efficiency, organizational dynamics, and employee satisfaction. Objectives: To investigate the interaction between Taylorist principles and contemporary digital tools, analyzing their impact on workflow efficiency, organizational dynamics, and employee satisfaction within the technology, service, and manufacturing sectors. Methodology: Using a mixed-methods design, data were collected from 50 to 70 participants across the technology, service, and manufacturing sectors via surveys and semi-structured interviews. Quantitative analysis reveals significant improvements in workflow standardization and task efficiency, while qualitative findings highlight tensions between efficiency and employee autonomy. Results: The results demonstrate that digital Taylorism is a sociotechnical phenomenon requiring a balance between operational efficiency and human-centric practices. By linking classical theory with contemporary digital realities, this study fills a significant research gap, offering practical and theoretical insights for managers and researchers seeking sustainable digital work environments. Conclusions: Digital Taylorism emerges as a sociotechnical phenomenon demanding a balance between operational efficiency and human-centric practices, providing practical and theoretical insights for managers and researchers aiming for sustainable digital work environments. General field of study: Administration. Specific field of study: Organizational management. Article type: Original research.

Introduction. Organizational climate and directive leadership are critical determinants of institutional efficacy in Higher Education. Objective. To evaluate the incidence of directive leadership on the teaching organizational climate of an Ecuadorian public university, to identify the factors that promote teacher well-being. Methodology. A mixed approach with a non-experimental, cross-sectional design and relational scope was used. The sample included 140 teachers (quantitative) and 6 directors (qualitative). A 30-item survey (Cronbach's Alpha 0.83) and semi-structured interviews were used, processed through concurrent triangulation. Results. A direct correlation between the variables was identified. While 81.5% of teachers value institutional support and 90% highlight academic freedom, a relational discrepancy emerged: 14.3% perceive failures in conflict mediation and 12.9% demand greater symbolic recognition. Qualitatively, leadership is defined as democratic, but with transactional traits dependent on extrinsic incentives. Conclusion. Directive leadership acts as a shaping force of the climate. A transition from the democratic-transactional model towards a transformational approach is required to strengthen emotional management and human recognition to ensure organizational resilience. General Area of Study: Administration. Specific area of study: Educational Management and Organizational Behavior. Type of study: Original article.

Introduction: In the context of managerial management and its relationship with the physical-emotional well-being of teachers, a great challenge is identified due to the leadership that exists in educational institutions, decisions and practices conducted. Objectives: The article aims to determine the managerial management strategies necessary to promote the physical-emotional well-being of high school teachers. The study determines the managerial strategies necessary to promote the physical-emotional well-being of high school teachers. Methodology: The methodology responded to a quantitative approach, descriptive in scope, with a non-experimental and cross-sectional design. For data collection, a Likert scale survey was used, validated by the Delphi method by expert judgment and processed in the SPSS software. Results: The findings show critical organizational deficiencies: 96.8% of the teachers consider the time allocated for the transfer between blocks to be insufficient, 83.9% associate these trips with physical fatigue and 90.3% experience symptoms of stress, in a context that lacks adequate rest areas. Conclusions: It is concluded that management must know and implement strategies that protect teacher well-being as an essential part of the institutional organization. General area of study: education. Specific area of study: educational management. Type of article: original.