Las cooperativas en la educaciónsatisfacción laboral del profesorado y diferencias de género

  1. Martínez-León, Inocencia 1
  2. Olmedo-Cifuentes, Isabel 1
  3. Arcas-Lario, Narciso 1
  4. Zapata-Conesa, Juan 1
  1. 1 Universidad Politécnica de Cartagena
    info

    Universidad Politécnica de Cartagena

    Cartagena, España

    ROR https://ror.org/02k5kx966

Aldizkaria:
CIRIEC - España. Revista de economía pública, social y cooperativa

ISSN: 0213-8093

Argitalpen urtea: 2018

Zenbakia: 94

Orrialdeak: 31-60

Mota: Artikulua

DOI: 10.7203/CIRIEC-E.94.12700 DIALNET GOOGLE SCHOLAR

Beste argitalpen batzuk: CIRIEC - España. Revista de economía pública, social y cooperativa

Laburpena

Las cooperativas que desarrollan su actividad en el ámbito de la educación necesitan optimizar su gestión para sobrevivir y alcanzar ventajas competitivas. Por tratarse de organizaciones intensivas en mano de obra, la satisfacción laboral de su personal es una forma de lograr esas ventajas. Por ello, esta investigación analiza, desde una perspectiva de género, cómo lograr dicha satisfacción a través de ciertas prácticas de gestión de los recursos humanos (cultura y disponibilidad de prácticas de conciliación, contratación, formación, evaluación de rendimiento y retribución). Para ello, se ha realizado un estudio empírico con la información obtenida mediante encuestas a 101 profesores/as de cooperativas de educación de la Región de Murcia.Los resultados del estudio revelan que la formación adecuada y la contratación rigurosa y formalizada son los factores más valorados para generar satisfacción laboral en el profesorado de las cooperativas de educación en la Región de Murcia. No obstante, existen claras diferencias de género, pues las profesoras valoran positivamente la disponibilidad de prácticas de conciliación, mientras que los profesores las valoran negativamente, posiblemente porque, en España, el rol de cuidado de la familia sigue recayendo mayoritariamente en las mujeres, manteniendo el hombre el rol de proveedor. Asimismo, las profesoras le dan más importancia a la contratación rigurosa y formalizada, mientras que la formación tiene mayor influencia en la satisfacción laboral de los profesores.

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