Work climate and organizational commitment in teachers of a higher education institution in Sonora
The purpose of this article is to determine the relationship between the work environment and organizational commitment as factors that allow teachers assigned to a public institution of higher education in the state of Sonora to develop a sense of greater permanence and identification with the univ...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | México |
| Institución: | UNIVERSIDAD DE SONORA |
| Repositorio: | Revista de investigación académica sin frontera |
| Idioma: | español |
| OAI Identifier: | oai:oai.revistainvestigacionacademicasinfrontera.unison.mx:article/582 |
| Acceso en línea: | https://revistainvestigacionacademicasinfrontera.unison.mx/index.php/RDIASF/article/view/582 |
| Access Level: | acceso abierto |
| Palabra clave: | work environment, CL-SPC, organizational commitment, affective commitment, normative commitment, continuity commitment clima laboral, CL-SPC, compromiso organizacional, compromiso afectivo, compromiso normativo, compromiso de continuidad |
| Sumario: | The purpose of this article is to determine the relationship between the work environment and organizational commitment as factors that allow teachers assigned to a public institution of higher education in the state of Sonora to develop a sense of greater permanence and identification with the university. The methodological design was approached from a quantitative correlational approach, with a non-experimental and transversal explanatory scope. The CL-SPC Work Climate Scale questionnaire by Sonia Palma (2004) and the Organizational Commitment Scale by Meyer and Allen (1997) were applied. Both instruments were applied to a sample of 176 teachers who work at a public university in the state of Sonora. A Spearman rho correlation model was applied, as well as the Student t statistical tests and the Chi square of homogeneity to test the proposed hypotheses. According to the main results, the existence of a favorable work environment and organizational commitment determined by a positive and direct statistical relationship between both variables was proven. It is concluded that the perception of the work environment in terms of factors is determined by the emphasis that teachers attribute to the working conditions that the university offers rather than to the organizational commitment they have assumed; while the latter, in terms of components, is determined by affective commitment, rather than normative and continuity commitment. The existence of a favorable work environment and organizational commitment was proven, determined by a positive and direct statistical relationship between both variables. It is concluded that the perception of the work environment in terms of factors is determined by the emphasis that teachers attribute to the working conditions that the university offers rather than to the organizational commitment they have assumed; while the latter, in terms of components, is determined by affective commitment, rather than normative and continuity commitment. |
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