Relationship between institutional management and teachers' professional well-being in an educational institution in Quito, Ecuador
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Abstract
Introduction. Institutional management is an element of immense importance guaranteeing the educational quality and sustainability of educational systems since it can be linked to the conditions in which teachers develop professional activities. Objectives. In this context, the development of this study aimed to determine the relationship between institutional management and teacher professional well-being in an educational institution in the parish of La Magdalena. Methodology. The methodology was developed under a non-experimental index, with a quantitative approach and correlation. The population was made up of 20 teachers from the institution. A structured questionnaire was used to collect data where dimensions of institutional management and teacher professional well-being were evaluated. Results. Data processing was conducted using the SPSS V.25 statistical system. The results obtained from Spearman's Rho test, which showed an extraordinarily strong and statistically significant positive correlation between Institutional Management and Teacher Professional Well-being (ρ = 0.940; p < 0.001). Conclusions. It can be mentioned that, in the sample analyzed, a more favorable perception of institutional management is associated with higher levels of professional well-being. Based on the findings, the Institutional Management and Teacher Well-Being Strategy (EGI-BD) was designed, structured in four areas. Consequently, it is recommended that future research incorporate larger samples, probabilistic procedures, longitudinal designs, and evaluation processes of the EGI-BD that allow the importance of the proposal to be identified. General area of study: Education Sciences. Specific area of study: Bachelor's Degree in Basic General Education. Type of article: original.
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