Satisfacción del profesorado de la escuela rural de la provincia de Granada (España) respecto a la organización escolar

Abstract

INTRODUCTION. The importance recently acquired by satisfaction studies in educational institutions has caused scientific interest in the welfare of members of the educational community to increase significantly, given the relationship of this variable, not only to labor productivity, but to the quality of interpersonal relationships within our schools, which is especially necessary in those of rural type. In this regard, we present the following study, funded by the Ministry of Education, Culture and Sports of Spain with the reference AP2007-00294, and which focused on knowing those aspects of the organization of rural schools in the province of Granada that were the most pleasing and displeasing to teachers that currently teach in these areas. METHOD. For this purpose, a descriptive and non-experimental research focused on the implementation of the survey technique on a sample of 221 teachers in Grenadian rural public schools was designed. RESULTS. Thanks to this methodology, it has been found how the perception of these teaching professionals on the organizational factors is improving, compared to previous studies and, especially that, far from previous individualisms, now the group issues such as scheduling, participation or the influence of the cloister and the school board on center decisions are being better valued as far as this issue is concerned. DISCUSSION. A general improvement in consideration of Grenadian rural teachers about school organization was detected, but issues such as the promotion of educational research in the classroom or the need to increase the funds for teaching resources are still unresolved.