Keywords
satisfacción docente
autoeficacia
bienestar docente
liderazgo
edusistemas School climate
Teacher satisfaction
Self-efficacy
Bienestar docente
Leadership
Educational systems Clima escolar
Satisfação docente
Autoeficácia
Bem-estar docente
Liderança
Edussistemas
How to Cite
Abstract
Teacher Work Environment is a multifaceted and relational construct that describes the atmosphere, environment, and culture within an educational institution. This study examines its evaluation in educational systems (Edusistemas educativos), highlighting its crucial role as a key factor for professional well-being, occupational health, and educational quality.
The main dimensions of school climate are explored, such as leadership, interpersonal relationships, institutional safety, and the professional learning environment. The research reveals that a positive climate fosters teacher self-efficacy, work engagement, and human capital humano, while a negative climate is associated with stress and professional exhaustion (burnout).
The evaluation is carried out using various methodologies, including exploratory and confirmatory factor analysis (EFA and CFA), as well as structural equation models (SEM), although with inherent limitations related to self-reporting. It is concluded that the work environment must be conceived as a systemic construction integrated into the vision of institutional justice and well-being. Promoting healthy climates is an essential strategy for strengthening resilient and sustainable educational communities.
References
Acuña Gutiérrez, J. J., Chui Betancur, H., N., Pérez Argollo, K., Roque Huanca, E. O., & Roque Huanca, B. (2023). Clima organizacional y desempeño docente en las instituciones educativas del nivel primario. Horizontes. Revista de Investigación en Ciencias de la Educación, 7(30), 1673–1684. https://doi.org/10.33996/revistahorizontes.v7i30.619
Admiraal, W., & Kittelsen Røberg, K. I. (2023). Teachers’ job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages. Teaching and Teacher Education, 125. https://doi.org/10.1016/j.tate.2023.104063
Almessabi, A. (2021). Culturally Foreign Teachers’ Perceptions of School Climate and Its Relationship to Their Self-Efficacy. SAGE Open, 11(3). https://doi.org/10.1177/21582440211043927
Álvarez-Arregui, E., Rodríguez-Martín, A., Belver Domínguez, J. L., & Rodríguez Díaz, J. (2023). Clima profesional docente en los institutos de educación secundaria. Bordón. Revista de Pedagogía, 75(1), 15–33. https://doi.org/10.13042/Bordon.2023.94628
Álvarez-Arregui, E., Samaniego Benavidez, A. G., Herrero Diez, F. J., Rodríguez-Martín, A., & Rodríguez Díaz, F. J. (2025). Psychometric properties of the abbreviated Professional Educational Climate questionnaire (CPE-A). Educación XX1, 28(1), 59–85. https://doi.org/10.5944/educxx1.39796
Amsalu, A., & Belay, S. (2024). Analyzing the Contribution of School Climate to Academic Achievement Using Structural Equation Modeling. SAGE Open, 14(1). https://doi.org/10.1177/21582440241227271
Belay, S., Melese, S., & Seifu, A. (2021). Advancing teachers’ human capital through effective leadership and institutional safety: Mediating effect of professional learning and teaching climate. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1912488
Brannon, A., & Clark, K. N. (2023). Profiles of Teacher Behavior Management Style: Perceived School Climate, Stress, and Self-Efficacy. Contemporary School Psychology. https://doi.org/10.1007/s40688-023-00479-z
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Capp, G., Astor, R. A., & Gilreath, T. D. (2020). Youth exposure to violence and school climate: A systematic review of the research. Aggression and Violent Behavior, 49, 101345. https://doi.org/10.1016/j.avb.2019.101345
Claro, A. (2013). Clima escolar: Una propuesta de definición para América Latina. UNESCO - Oficina Regional de Educación para América Latina y el Caribe.
Cohen, J. (2013). Creating a positive school climate: A foundation for resilience. National School Climate Center.
Collie, R., J. (2022). The development of the Teacher Wellbeing Scale (TWS): A multidimensional measure of teacher wellbeing. Journal of Psychoeducational Assessment, 40(5), 565–580. https://doi.org/10.1177/07342829211032484
Collie, R. J., Malmberg, L. E., Martin, A. J., Sammons, P., & Morin, A. J. S. (2020). A Multilevel Person-Centered Examination of Teachers’ Workplace Demands and Resources: Links With Work-Related Well-Being. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00626
Halpin, A. W., & Croft, D. B. (1963). The organizational climate of schools. University of Chicago, Midwest Administration Center.
Hoy, W. K., & Tarter, C. J. (1997). The road to open and healthy schools: A handbook for change. Elementary School Journal, 98(4), 311–344.
Kallestad, J. H. (2010). Teachers’ attitudes toward educational research. Teaching and Teacher Education, 16(6), 639–648. https://doi.org/10.1016/S0742-051X(00)00023-0
Likert, R. (1967). The human organization: Its management and value. McGraw-Hill.
Makalesi, A., Savaş, G., & Demirkasimoğlu, N. (2021). Okullarda Öğrenme İklimi Ölçeği’nin (OÖİÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 52, 147–178. https://doi.org/10.9779/pauefd.781446
Mayes, E., Groundwater-Smith, S., & Tognini, R. (2020). Climates of trust and collaboration: Student voice and teacher professionalism. Cambridge Journal of Education 50(4), 449–468. https://doi.org/10.1080/0305764X.2020.1749871
Nemet, M. B., & Velki, T. (2020). Relationship of Some Demographic and Class Characteristics and School Climate and Social Support to Teacher Stress. Nova Prisutnost, 18(3), 501–515. https://doi.org/10.31192/np.18.3.5
Nguyen, L. T., Dang, V. H., & Pham, H. T. (2023). The effects of school climate on high school teacher stress and self-efficacy in Ho Chi Minh City. Educational Psychology, 43(1), 57–77. https://doi.org/10.1080/01443410.2022.2128054
Ozdemir, M., & Cakalci, E. (2022a). The effects of school climate on teacher burnout: The mediating role of job satisfaction. Educational Studies, 48(3), 341–356. https://doi.org/10.1080/03055698.2020.1850422
Özgenel, M., Canpolat, Ö., & Yagan, E. (2020). School Culture as a Tool for the Development of Occupational Commitment. Journal of Humanity and Society. https://doi.org/10.12658/M0438
Paknadel, F., & Cetinkanar, S. (1988). Organizational climate and psychological outcomes in the workplace. Journal of Organizational Behavior, 9(1), 57–70.
Redeș, A., Rad, D., Roman, A., Bocoș, M., Chiș, O., Langa, C., Roman, D., Mara, D., Mara, E. L., Costin, A., Coșarbă, E., & Baciu, C. (2023). The Effect of the Organizational Climate on the Integrative–Qualitative Intentional Behavior in Romanian Preschool Education—A Top-Down Perspective. Behavioral Sciences, 13(4). https://doi.org/10.3390/bs13040342
Sáez-Delgado, F., Mella-Norambuena, J., & López-Angulo, Y. (2024). Psychometric properties of the SocioEmotional Skills Instrument for Teachers using network approach: English and Spanish version. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1421164
Sandilos, L. E., & DiPerna, J. C. (2022). Initial Development and Validation of the Measures of Stressors and Supports for Teachers (MOST). Assessment for Effective Intervention, 47(4), 187–197. https://doi.org/10.1177/15345084211061338
Schneider, B. (1975). Organizational climates: An essay. Personnel Psychology, 28(4), 447–479.
Wang, F., Liu, H., & Fan, M. L. (2024). The relationship between transformational leadership and teacher autonomy: A latent moderation analysis. Acta Psychologica, 249. https://doi.org/10.1016/j.actpsy.2024.104444
Wang, W., & Derakhshan, A. (2024). Contextual Factors Shaping the Professional Identity of Chinese Teachers in English as a Foreign Language Instructional Context: Exploring the Role of School Climate and Administrator Leadership Behavior. International Journal of Applied Linguistics, 34(2). https://doi.org/10.1111/ijal.12653
Zhang, X., Admiraal, W., & Saab, N. (2022). Teacher autonomous motivation for continuous professional development: the relationship with perceived workplace conditions. Teachers and Teaching: Theory and Practice, 28(8), 909–924. https://doi.org/10.1080/13540602.2022.2137128
Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2015). School Climate: Historical Review, Instrument Development, and School Assessment. Journal of Psychoeducational Assessment, 33(1), 11–26. https://doi.org/10.1177/0734282914550380
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 Riaices