To fit & to adapt: actions to increase satisfaction during a school year with pandemic

Authors

  • Pedro A. Certad Villarroel Universidad Metropolitana, Caracas, Venezuela
  • Cristina Navarro Colmenares Colegio Integral El Ávila, Caracas, Venezuela
  • Juan C. Trabucco Ferro Universidad Metropolitana, Caracas, Venezuela

Keywords:

Adaptability, Covid-19, E-learning, Online education, Educational system, Virtual education, School community

Abstract

COVID-19 was marked in Venezuela by three moments in which the educational modality varied. In the Venezuelan educational context, there was face-to-face attendance until March 13, asynchronous distance education from March 16 to July 23 and synchronous virtual education, from September 7 to December 18. Educational actors had to adapt to these changes. The objective of this study was to recognize the balance between the variables of organization-person fit and person-organization adaptation as keys to the maintenance of job satisfaction in administrative and teaching staff in the Venezuelan educational context. The methodology is based on the quantitative approach, in a descriptive level field design with the application of a previously validated instrument whose results were subjected to statistical analysis. The findings show a significant increase between the first and second measurement of the variable: organization-person fit and a decrease in the constructs, person-organization adaptation and employee satisfaction. It was confirmed that staff satisfaction is more related to person-organization adaptation than to organization-person fit.  Four strategies were recommended to increase that satisfaction.

Downloads

Download data is not yet available.

Author Biographies

Pedro A. Certad Villarroel, Universidad Metropolitana, Caracas, Venezuela

Postdoctorado en Filosofía y Ciencias de la Educación y Doctorado en Educación egresado de la Universidad Central de Venezuela. Licenciado en Educación con Postgrados en Gerencia de Instituciones Educativas y en Tecnología, Aprendizaje y Conocimiento - Graduado con Honores - egresado de la Universidad Metropolitana. Profesor de Química. Profesor Titular adscrito al Departamento de Ciencias de la Educación y Decano de la Facultad de Ciencias de la Universidad Metropolitana, Caracas, Venezuela.

Cristina Navarro Colmenares, Colegio Integral El Ávila, Caracas, Venezuela

Doctorado en Ciencias Sociales y Humanidades egresada de la Universidad Simón Bolívar, Venezuela. Master degree in Elementary Education, Universidad de Georgia, USA. Licenciada en Administración de Empresas, Universidad Católica Andrés Bello, Venezuela. Directora de Escuela de Educación (2009) y Decana de la Facultad de Ciencias de la Educación (2015) de la Universidad Monteávila, Venezuela. Subdirectora del Colegio Integral El Ávila, Caracas, Venezuela.

Juan C. Trabucco Ferro, Universidad Metropolitana, Caracas, Venezuela

Doctorado en Estadística con desarrollo de la línea investigación en Análisis Multivariante de Datos, egresado de la Universidad Central de Venezuela. Maestría en Matemáticas y Licenciado en Matemáticas, egresado de la Universidad Simón Bolívar, Venezuela. Coordinador del área avanzada de Matemáticas y Profesor Titular adscrito al Departamento de Matemática en la Universidad Metropolitana, Caracas, Venezuela.

References

Arias, F. (2012). El proyecto de investigación. Introducción a la metodología científica. 6ta. Ed. Epísteme.

Aydin, B. & Kaya, A. (2016). Sources of stress for teachers working in private elementary schools and methods of coping with stress. Universal Journal of Educational Research, 4(12), 186-195. 10.13189

Balestrini, M. (2001) Cómo se elabora el Proyecto de Investigación. Editorial BL Consultores Asociados.

BBC News Mundo. (2020, marzo 15). Coronavirus | Maduro ordena la cuarentena de Caracas y de otros 6 estados de Venezuela por el covid-19. BBC News. https://bbc.in/2R13Qxm

Blanch, J., Sahagún, M., & Cervantes, G. (2010). Estructura factorial del cuestionario de condiciones de trabajo. Revista de Psicología del Trabajo y de las Organizaciones, 27(3), 1-22.

Brough, P., & Kalliath, T. (2009). Work–family balance: theoretical and empirical advancements. Journal of Organizational Behavior, 30, 581-585. 10.1002/job.618

Chatman, J. (1989). Improving interactional organizational research: A model of person organization fit. Academy Management Journal, 14, 333-349.

Educaweb. (2020, abril 1). Propuestas de la UNESCO para garantizar la educación online durante la pandemia. Educaweb. Educación, formación y trabajo. https://bit.ly/3vzTsvx

Elcomercio.com. (2020, marzo 13). Venezuela registra primeros casos del coronavirus Covid-19; Vicepresidenta anuncia cuarentena preventiva para viajeros. El Comercio. https://bit.ly/3c4Sobl

Hernández, F., Fernández, C., & Baptista, M. (2010). Metodología de la Investigación (5th ed.). Mc Graw Hill.

Hurtado de Barrera, J. (1998). Metodología de la investigación holística. Fundacite–SYPAL. Caracas.

Jansen, K. & Kristof-Brown, A. (2006). Toward a multidimensional theory of person- environment fit. Journal of Managerial Issues, 18(2), 193-212.

John Hopkins University & Medicine. (2020, enero 22). COVID-19 Dashboard by the Center for Systems Science and Engineering (CSSE) at Johns Hopkins University (JHU). Coronavirus Resource Center. https://bit.ly/3oZW0kh

Kossek, E., Colquitt, J. & Noe, R. (2001). Caregiving decisions, well-being, and performance: The effects of place and provider as a function of dependent type and work-family climates. Academy of management Journal, 44 (1), 29-44.

Kreiner, G. (2006). Consequences of work-home segmentation or integration: a person-environment fit perspective. Journal of Organizational Behaviour, 27, 485-507.

Kristof, A. (1996). Person-organization fit: an integrative review of its conceptualizations, measurement, and implication. Personnel Psychology, 49, 1-49.

Kristof-Brown, A., Zimmerman, R. & Johnson, E. (2005). Consequences of individuals’ fit at work: a meta-analysis of person–job, person–organization, person–group, and person– supervisor fit. Personnel Psychology, 58, 281-342.

Lawson, L. (1993). Theory of work adjustment personality constructs. Journal of vocational behavior, 43, 46-57.

Lepkowski, J. (2008). Population. Encyclopedia of Survey Research Methods. Sage.

Mecham, E., Newell, E. J., Reina, L. J. & Stewart, C. (2021). Navigating pandemic schooling for novice teachers. Educational Research: Theory and Practice, 32(1), 90-96.

Millán, A., Calvanese, N. & D'Aubeterre, M. (2013). Propiedades Psicométricas del Cuestionario de Condiciones de Trabajo (qCT) en una muestra multiocupacional venezolana. Revista CES Psicología, 6(2), 28-52.

Monteferrante, P. (2006). ¿Vivir para trabajar o trabajar para vivir? Debates IESA, 50-54.

Navarro, C., Chinchilla, N. & Las Heras, M. (2012). Impacto de las políticas y prácticas de conciliación familia- trabajo en organizaciones venezolanas. Revista sobre Relaciones Industriales y Laborales, 48, 9-26.

Navarro, C., Chinchilla, N. & Las Heras, M. (2014). Influencia de la Responsabilidad Familiar Corporativa sobre el enriquecimiento trabajo-familia en empresas de Venezuela. En Diferentes Puntos de Vista del Desarrollo y la Sostenibilidad (pp. 562-592). INALDE.

Organización Mundial de la Salud. (2020, marzo 11). Alocución de apertura del Director General de la OMS en la rueda de prensa sobre la COVID-19 celebrada el 11 de marzo de 2020. Organización Mundial de la Salud. https://bit.ly/2SDYBUO

Patlán-Pérez, J., Martínez, E. & Hernández, R. (2012). El clima y la justicia organizacional y su efecto en la satisfacción laboral. Revista internacional administración & finanzas, 5(5), 1-19.

Portillo, S., Castellanos, L., Reynoso, Ó. & Gavotto, O. (2020). Enseñanza remota de emergencia ante la pandemia Covid-19 en Educación Media Superior y Educación Superior. Propósitos y Representaciones, 8(SPE3), e589. http://dx.doi.org/10.20511/pyr2020.v8nSPE3.589

Ramírez, T. (2007) Cómo hacer un Proyecto de Investigación. Editorial Panapo.

Reynoso, O., Portillo, S. & Castellanos, L. (2020). Explanatory model of teacher satisfaction in the remote teaching period. IJERI: International Journal of Educational Research and Innovation, (15), 229–247. https://doi.org/10.46661/ijeri.5236

Riego de Dios, E. (2020). Supervisory relationship, organizational climate and satisfaction of employees in a local community college. International Journal of Academic Management Science Research, 4(2), 164-170.

Rothausen, T. (2009). Management work–family research and work–family fit. Family Business Review, 22(3), 220-234.

Suganya, S. & Sankareshwari, B. (2020). Job satisfaction level on online teaching among higher secondary school teachers during Covid-19 pandemic. Shanlax International Journal of Education, 9(1), 138–145. https://doi.org/10.34293/education.v9i1.3530

Taylor, B., Del Campo, R. & Blancero, D. (2009). Work–family conflict/facilitation and the role of workplace supports for U.S. Hispanic professionals. Journal of Organizational Behaviour, 30, 643–664. https://doi.org/10.1002/job.605

Young, A. & Hurlic, D. (2007). Gender enactment at work. The importance of gender and gender-related behavior to person-organizational fit and career decisions. Journal of Managerial Psychology, 22(2), 168-187.

Downloads

Published

2022-09-13

How to Cite

Certad Villarroel, P. A. ., Navarro Colmenares, C. ., & Trabucco Ferro, J. C. . (2022). To fit & to adapt: actions to increase satisfaction during a school year with pandemic. Areté, Doctorate in Education Digital Journal, 8(16), 61–74. Retrieved from http://caelum.ucv.ve/ojs/index.php/rev_arete/article/view/24311

Issue

Vol. 8 No. 16 (2022)

Section

Artículos de Investigación

License

This journal provides free, immediate access to its content under the principle of making research freely available to the public, which fosters a greater exchange of global knowledge.

Authors who publish in Areté, Revista Digital del Doctorado en Educación, agree to the following terms:

  1. Authors retain copyright and grant the journal the right to be the first publication of the work, as well as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of authorship of the work and initial publication in this journal.
  2. Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, placing it in an institutional repository or publishing it in a book), with an acknowledgement of its initial publication in this journal and not to be used for commercial purposes.
  3. The contents and images included in the articles are the responsibility of the author(s). Areté, Revista Digital del Doctorado en Educación, is not responsible for the information included in them.
  4. Authors agree with the license of use used by the journal, with the self-archiving conditions and with the open access policy.
  5. Authors are allowed to disseminate electronically (e.g., in institutional repositories or on their own website) the published version of their work, as it favors its earlier circulation and dissemination and thus a possible increase in its citation and reach among the academic community.
  6. In case of reuse of published works, the existence and specifications of the license of use must be mentioned, as well as the authorship and original source of publication.