Teacher management and its impact on job satisfaction in higher education: A case study in Peru

Abstract

In Peru, ongoing educational reforms have introduced evaluative measures to ensure that university educational institutions meet essential quality standards. However, the outcomes of these measures have raised concerns, highlighting the need for stronger collaboration, teamwork, and staff commitment among both teachers and educational administrators. This research investigates the intricate relationship between teacher management and job satisfaction within the Faculty of Business Sciences at the National University of Cañete. To operationalize the variables, we align with the Accreditation Model for University Higher Education Studies Programs, as proposed by the National System of Evaluation, Accreditation, and Certification of Educational Quality (SINEACE). Key dimensions considered include selection, evaluation, training, improvement, adequacy of teaching staff, recognition of teaching activity, and academic development plans. Employing a quantitative approach with a descriptive-correlational design, we conducted a comprehensive survey targeting the entire faculty population (comprising 120 teachers). Additionally, a documentary review guide was utilized. Our findings reveal a substantial positive correlation (0.715) between the variables under study and a moderate correlation between these variables and their respective dimensions. Consequently, we conclude that effective teacher management is pivotal in ensuring compliance with quality standards, ultimately bolstering job satisfaction as a vital institutional asset.