Organizational Factors that Affect Job Satisfaction and Job Performance in Basic Education Teachers

Abstract

The objective of this study was to evaluate organizational stressors and job satisfaction based on the categories of professional concerns, lack of professional recognition and role stress in basic education teachers of the public system in Mexico. The methodology used a quantitative, non-experimental and descriptive approach. The sample consisted of 415 teachers – 263 women and 152 men – under a non-probability sampling. The Burn Out Teacher Revised Questionnaire (CBPR) with Cronbach's Alpha of 0.943 was applied as an instrument. To obtain results, an inferential analysis based on linear regression tests and bivariate correlation was performed with a p < 0.05. The results obtained, job dissatisfaction is determined by job stressors which were evaluated through the categories lack of professional recognition, professional concerns and role stress within education professionals. As can be seen in the results obtained, job dissatisfaction is determined by work-related stressors, which were evaluated through the categories lack of professional recognition, professional concerns and role stress within education professionals. Likewise, these results allow us to observe that they coincide with other studies carried out in different Latin American countries and under similar conditions, specifically in elementary and high school schools, where the results mention work stressors as triggers of work stress and consequently dissatisfaction labor.