While the importance of teacher job satisfaction is well documented, the processes and mechanisms by which educational institutions manage to influence the satisfactions of their members are not. ...Studies on the organizational elements associated with satisfaction have focused on isolated factors without the common umbrella of a consolidated theoretical model. Based on Kanter's theory of power in organizations, we aimed to analyze the mediator role of psychological empowerment between structural empowerment and job satisfaction in a sample of 267 university teachers in southern Spain. A cross‐sectional study was carried out, utilizing questionnaires for data collection and convenience sampling. Percentile confidence intervals, based on 5000 resamples, were calculated to test the mediation model. Results showed that a two‐way effect of structural empowerment on job satisfaction: a direct effect based on access to organizational resources of power and an indirect effect through the development of positive cognitions at work. Access to opportunities, resources, information, and support empower university teachers psychologically, fostering their intrinsic motivation and increasing their job satisfaction, key elements for teaching quality in higher education.
Practitioner points
According to Kanter's theory of power, structural empowerment (access to opportunities, information, support, and resources) increases the levels of psychological empowerment in university teachers.
Psychological empowerment is associated with important indicators of the quality of working life, such as job satisfaction.
Two effects between structural empowerment and job satisfaction were observed: a direct effect generating high levels of job satisfaction and an indirect effect increasing psychological empowerment in university settings.
This article shows the response offered by the UTEC-UNED-TECSUP Consortium to six Peruvian public (national) universities aimed at strengthening the digital competences of their communities, made up ...of managers, teachers, students, and support technicians. The contextual and situational diagnosis, which covered organizational, technological, and competence dimensions, revealed a series of cross-cutting needs related to technological skills that prevented the training or mobilization of the digital competences necessary for progress in the other dimensions under study. The response was an online training plan, consisting of three training programs and eighty-three courses. The pedagogical strategy was based on the scaling of competence achievements that ended with problem-solving and applications in daily activities. The accompaniment was carried out through virtual tutorials, distributed via synchronous and asynchronous sessions. In total, 5034 were involved-347 were teachers and managers, 4932 were students, and 25 were technical staff. The pedagogical and socio-emotional limitations of the university community, as well as the scarcity of technological resources and poor connectivity, meant that the plan was only partially implemented. Moreover, the short and intense period of development to which the universities were subjected was also a factor.
‘Radioenseñanza’ was an interesting experience carried out in the province of Huelva (Spain) over two academic years before the 1970 education law (Ley General de Educación). It was organised by the ...new broadcasting company ‘Radio Popular’ in collaboration with the local administration of the Ministry of Education at the end of Francoism. This activity was developed with didactic resources published by ‘Radio ECCA’, which had started broadcasting for educational purposes on the Canary Islands with the Jesuit priest Francisco Villén Lucena a few years before in 1965.Despite its benefits for the population, this fruitful experience had to finish early just two years after it started, due to some disagreements (mainly of an economic nature) between the broadcasting company and the education administration.The aim of this article is to outline the origins, dissemination and scope of this brief experience in the province of Huelva.
Este artículo plantea la conexión entre el currículum académico y las prácticas externas a través de dos cuestiones fundamentales para el futuro formativo del alumnado del Grado en Educación Social ...de la Universidad de Huelva. Por un lado, se describe el proceso de preparación del estudiante a nivel de competencias personales y profesionales a través de la asignatura de Dirección y Gestión de Organizaciones Socioeducativas, previo a la realización de la asignatura de Prácticas, situada en el último semestre del plan de estudios. Y por otro, el análisis de las plazas ofertadas para las prácticas durante los últimos tres cursos académicos, con el objetivo de observar si desde la universidad se ofertan puestos que permitan el desarrollo correcto de estos profesionales. De forma paralela, se reflexionará acerca de la implicación de las instituciones socioeducativas en la formación del estudiante de educación social.
The UTEC-UNED-TECSUP University Consortium took part in the eighth edition of the Support programme for the design and implementation of strategies for continuity of the Higher Education service in ...public universities of the Peruvian Ministry of Education (PMESUT), devised to promote the continuity of non-classroom-based educational service in public universities. This article presents the assessment carried out in four universities, with the aim of ensuring the ongoing digitization of education in the aftermath of the pandemic. Once the diagnosis had been made, the techno-pedagogical virtualization of 138 model courses was carried out in three phases: planning; curriculum design and teaching support; and implementation of the courses in the virtual classroom. Limitations were related to existing digital divides: time constraints, personal self-regulation and limited training in pedagogical and digital competences of teachers. Individualised support and tutoring measures were sought, increasing the number of synchronous sessions to facilitate assessment. The feedback focused on information, interaction and accountability on what has been done and the improvement of the didactic act in virtual mode. In conclusion, the complexity of the process was notable, as well as the high level of demand to achieve results which, although positive, encountered several obstacles arising from the different agents and elements involved.
El Consorcio universitario UTEC-UNED-TECSUP participó en la octava convocatoria del Programa de apoyo al diseño e implementación de estrategias para la continuidad del servicio educativo superior de las universidades públicas del Ministerio de educación peruano (PMESUT), cuyo objetivo era fomentar la continuidad del servicio educativo no presencial de las universidades públicas. Este artículo presenta el asesoramiento a cuatro universidades con el objetivo de garantizar la digitalización de la enseñanza tras la pandemia. Realizado el diagnóstico, se llevó a cabo la virtualización tecno-pedagógica de 138 cursos modelo en tres fases: planificación; diseño curricular y acompañamiento docente; e implementación de los cursos en el aula virtual. Las limitaciones se relacionaron con las brechas digitales existentes: escasez de tiempo, autorregulación personal y escasa formación en competencias pedagógicas y digitales de los docentes. Se buscaron medidas de apoyo y tutorización individualizadas, aumentando el número de sesiones sincrónicas que facilitaran la evaluación. El feedback persiguió la información, interacción y responsabilidad sobre lo realizado y la mejora del acto didáctico en modalidad virtual. Como conclusión se destaca la complejidad del proceso y el alto nivel de exigencia para la obtención de resultados que, siendo positivos atravesaron varios obstáculos provenientes de los diferentes agentes y elementos implicados.
O Consórcio Universitário UTEC-UNED-TECSUP participou na oitava convocatória do Programa de Apoio ao Desenho e Implementação de Estratégias para a Continuidade do Serviço de Educação Superior das Universidades Públicas (PMESUT) do Ministério da Educação do Peru, cujo objetivo era promover a continuidade do serviço de educação não presencial das universidades públicas. Este artigo apresenta a avaliação de quatro universidades com o objetivo de assegurar a digitalização do ensino no rescaldo da pandemia. Após o diagnóstico, a virtualização tecno-pedagógica de 138 cursos modelo foi realizada em três fases: planeamento; desenho curricular e apoio pedagógico; e implementação dos cursos na sala de aula virtual. As limitações estavam relacionadas com as lacunas digitais existentes: falta de tempo, autorregulação pessoal e formação limitada em competências pedagógicas e digitais dos professores. Procuraram-se medidas de apoio e tutoria individualizadas, aumentando o número de sessões síncronas para facilitar a avaliação. O feedback visou a informação, a interação e a responsabilidade pelo que foi feito e a melhoria do ato didático na modalidade virtual. Em conclusão, a complexidade do processo e o elevado nível de exigência para a obtenção de resultados que, embora positivos, atravessaram vários obstáculos provenientes dos diferentes agentes e elementos envolvidos.
The UTEC-UNED-TECSUP University Consortium took part in the eighth edition of the Support programme for the design and implementation of strategies for continuity of the Higher Education service in ...public universities of the Peruvian Ministry of Education (PMESUT), devised to promote the continuity of non-classroom-based educational service in public universities. This article presents the assessment carried out in four universities, with the aim of ensuring the ongoing digitization of education in the aftermath of the pandemic. Once the diagnosis had been made, the techno-pedagogical virtualization of 138 model courses was carried out in three phases: planning; curriculum design and teaching support; and implementation of the courses in the virtual classroom. Limitations were related to existing digital divides: time constraints, personal self-regulation and limited training in pedagogical and digital competences of teachers. Individualised support and tutoring measures were sought, increasing the number of synchronous sessions to facilitate assessment. The feedback focused on information, interaction and accountability on what has been done and the improvement of the didactic act in virtual mode. In conclusion, the complexity of the process was notable, as well as the high level of demand to achieve results which, although positive, encountered several obstacles arising from the different agents and elements involved.
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