Percepción de la calidad de vida profesional en docentes de la Universidad de Atacama en confinamiento / Perception of the quality of professional life in teachers of the University of Atacama in confinement / Percepção da qualidade de vida profissional em professores da Universidade de Atacama em confinamento

La crisis sanitaria trajo consigo modificaciones laborales de los docentes de todo el mundo, los cuales experimentan situaciones inéditas en su quehacer laboral. La calidad de vida laboral debe ser uno de los pilares de toda organización, ya que tiene relación con el rendimiento laboral y la calidad de servicio entregada a los estudiantes. La calidad de vida profesional (CVP) de un docente universitario se define como la agrupación de criterios que permiten desarrollarse en su entorno laboral y los recursos disponibles para enfrentarla, de forma que se obtenga un desarrollo óptimo en los ámbitos profesional, familiar y personal. El objetivo del estudio fue comparar la percepción sobre la calidad de vida laboral de docentes universitarios antes y durante el periodo de pandemia, muestra de 57 docentes universitarios de la Universidad de Atacama Chile. La calidad de vida profesional se evaluó mediante el CVP-35. Los resultandos reportan una disminución en la percepción de los docentes respecto al apoyo directivo, indicando disminución en el periodo de pandemia, así como también ha disminuido la motivación intrínseca y existe una sensación de un aumento de la carga de laboral y no hubo cambios en la pregunta de percepción de orgullo con la Universidad.

The health crisis brought with it job changes for teachers around the world, who are experiencing unprecedented situations in their work. The quality of work life must be one of the pillars of any organization since it is related to work performance and the quality of service provided to students. The professional quality of life (QOL) of a university teacher is defined as the grouping of criteria that allow development in their work environment and the resources available to face it, in such a way that optimal development is obtained in the professional, family and personal spheres. The objective of the study was to compare the perception of the quality of work life of university teachers before and during the pandemic period, a sample of 57 university teachers from the University of Atacama, Chile. Professional quality of life was evaluated using the CVP-35. The results report a decrease in the perception of teachers regarding managerial support, indicating a decrease in the pandemic period, as well as a decrease in intrinsic motivation and there is a feeling of an increase in the workload and there were no changes in the question of perception of pride with the University.

A crise da saúde trouxe consigo mudanças trabalhistas para professores de todo o mundo, que vivenciam situações inéditas em seu trabalho. A qualidade de vida no trabalho deve ser um dos pilares de qualquer organização, pois está relacionada ao desempenho no trabalho e à qualidade do serviço prestado aos alunos. A qualidade de vida profissional (CVP) de um professor universitário é definida como o agrupamento de critérios que permitem o desenvolvimento em seu ambiente de trabalho e os recursos disponíveis para enfrentá-lo, de modo que se obtenha o desenvolvimento ideal nas esferas profissional, familiar e pessoal. O objetivo do estudo foi comparar a percepção da qualidade de vida no trabalho de professores universitários antes e durante o período da pandemia, uma amostra de 57 professores universitários da Universidad de Atacama Chile. A qualidade de vida profissional foi avaliada por meio do CVP-35. Os resultados relatam uma diminuição na percepção dos professores em relação ao suporte gerencial, indicando uma diminuição no período da pandemia, assim como a motivação intrínseca diminuiu e há sensação de aumento na carga de trabalho e não houve mudanças na questão Percepção de orgulho com a Universidade.

Socialización organizacional y salud mental positiva ocupacional como predictores del compromiso organizacional en docentes de educación superior / Organizational socialization and positive occupational mental health as predictors of organizational commitment in higher education teachers

Resumen El objetivo de este trabajo fue determinar el carácter predictivo de la socialización organizacional y la salud mental positiva ocupacional sobre el compromiso organizacional en docentes de educación superior. Se contó con una muestra de 279 docentes de instituciones de educación superior que firmaron un consentimiento informado. El 54.5 % de los participantes eran mujeres, con una media de edad de 44.05 años (DE = 10.26). Los participantes respondieron el Inventario de Socialización Organizacional (ISO), el Cuestionario de Salud Mental Positiva Ocupacional (SMPO) y la Escala de Compromiso Organizacional (CO), y para el análisis de datos se aplicaron estadísticos descriptivos, un análisis de correlación y una regresión lineal múltiple con método de pasos sucesivos, ingresando por separado cada dimensión del compromiso organizacional como variable dependiente. Como resultado, se identificaron correlaciones de moderadas a débiles entre las variables de estudio, y se encontró que los modelos finales indican que las dimensiones de perspectivas de futuro y socioafectiva predicen en un 38 % el compromiso afectivo; que las perspectivas de futuro, la espiritualidad y la edad predicen en un 22.8 % el compromiso normativo; y que la dimensión perspectivas de futuro predice en un 9.2 % el compromiso de continuidad. Concluimos que las expectativas del docente sobre su desarrollo en la institución, así como sus interacciones a nivel socioafectivo y espiritual con el contexto laboral, son factores que influyen parcialmente en su vinculación con la organización educativa.

Abstract This study aimed to determine the predictive character of organizational socialization and occupational positive mental health on organizational commitment in higher education teachers. A sample of 279 teachers from higher education institutions who signed an informed consent form was used. Fifty-four point five percent of the participants were women, with a mean age of 44.05 years (SD = 10.26). The participants completed the Organizational Socialization Inventory (ISO), the Positive Occupational Mental Health Questionnaire (SMPO) and the Organizational Commitment Scale (OC), and for data analysis descriptive statistics, correlation analysis and multiple linear regression with stepwise method were applied, entering each dimension of organizational commitment separately as a dependent variable. As a result, moderate to weak correlations were identified between the study variables, and it was found that the final models indicate that the future perspectives and socio-affective dimensions predict affective commitment by 38%; that future perspectives, spirituality and age predict normative commitment by 22.8%; and that the future perspectives dimension predicts commitment of continuity by 9.2%. It is concluded that teachers' expectations about their development in the institution, as well as their interactions at the socio-affective and spiritual level with the work context, are factors that partially influence their attachment to the educational organization.

Percepción de la calidad de vida profesional en docentes de la Universidad de Atacama en confinamiento

La crisis sanitaria trajo consigo modificaciones laborales de los docentes de todo el mundo, los cuales experimentan situaciones inéditas en su quehacer laboral. La calidad de vida laboral debe ser uno de los pilares de toda organización, ya que tiene relación con el rendimiento laboral y la calidad de servicio entregada a los estudiantes. La calidad de vida profesional (CVP) de un docente universitario se define como la agrupación de criterios que permiten desarrollarse en su entorno laboral y los recursos disponibles para enfrentarla, de forma que se obtenga un desarrollo óptimo en los ámbitos profesional, familiar y personal. El objetivo del estudio fue comparar la percepción sobre la calidad de vida laboral de docentes universitarios antes y durante el periodo de pandemia, muestra de 57 docentes universitarios de la Universidad de Atacama Chile. La calidad de vida profesional se evaluó mediante el CVP-35. Los resultandos reportan una disminución en la percepción de los docentes respecto al apoyo directivo, indicando disminución en el periodo de pandemia, así como también ha disminuido la motivación intrínseca y existe una sensación de un aumento de la carga de laboral y no hubo cambios en la pregunta de percepción de orgullo con la Universidad.

The health crisis brought with it job changes for teachers around the world, who are experiencing unprecedented situations in their work. The quality of work life must be one of the pillars of any organization since it is related to work performance and the quality of service provided to students. The professional quality of life (QOL) of a university teacher is defined as the grouping of criteria that allow development in their work environment and the resources available to face it, in such a way that optimal development is obtained in the professional, family and personal spheres. The objective of the study was to compare the perception of the quality of work life of university teachers before and during the pandemic period, a sample of 57 university teachers from the University of Atacama, Chile. Professional quality of life was evaluated using the CVP-35. The results report a decrease in the perception of teachers regarding managerial support, indicating a decrease in the pandemic period, as well as a decrease in intrinsic motivation and there is a feeling of an increase in the workload and there were no changes in the question of perception of pride with the University.

A crise da saúde trouxe consigo mudanças trabalhistas para professores de todo o mundo, que vivenciam situações inéditas em seu trabalho. A qualidade de vida no trabalho deve ser um dos pilares de qualquer organização, pois está relacionada ao desempenho no trabalho e à qualidade do serviço prestado aos alunos. A qualidade de vida profissional (CVP) de um professor universitário é definida como o agrupamento de critérios que permitem o desenvolvimento em seu ambiente de trabalho e os recursos disponíveis para enfrentá-lo, de modo que se obtenha o desenvolvimento ideal nas esferas profissional, familiar e pessoal. O objetivo do estudo foi comparar a percepção da qualidade de vida no trabalho de professores universitários antes e durante o período da pandemia, uma amostra de 57 professores universitários da Universidad de Atacama Chile. A qualidade de vida profissional foi avaliada por meio do CVP-35. Os resultados relatam uma diminuição na percepção dos professores em relação ao suporte gerencial, indicando uma diminuição no período da pandemia, assim como a motivação intrínseca diminuiu e há sensação de aumento na carga de trabalho e não houve mudanças na questão Percepção de orgulho com a Universidade.

Nivel de actividad física, gasto energético e índice de masa corporal en docentes de una facultad de salud / Level of physical activity, energy expenditure and body mass index in teachers of a faculty of health

La actividad física en docentes universitarios se constituye en motivo de estudio puesto que es una población con una franja de gran responsabilidad y propensa a la inactividad física. Objetivo: Valorar el nivel de actividad física e índice de masa corporal de 50 docentes de la facultad de salud en una universidad pública, a partir de la edad, género, estado civil, peso y talla. Materiales y Métodos: El enfoque de investigación es cuantitativo, de tipo descriptivo, no experimental y corte transversal. Los sujetos de estudio son 50 docentes de la facultad de salud en una universidad pública. Para clasificar el nivel de actividad física, se aplicó el formato corto del Cuestionario de Actividad Física (IPAQ). Resultados: Se evidenció que el 74% de docentes es de género femenino, la mayoría tienen más de 40 años y el 50% son casados. La percepción de los docentes sobre su nivel de actividad física es la siguiente: bajo (- de 600 Mets, el 48%), nivel moderado (- de 1500 Mets, el 38%) y nivel alto (+ de 1500 Mets, el 14%), el tiempo sentado en un día hábil es de 5 a 10 horas diarias. El IMC del 54% de docentes tiene valores correspondientes a sobrepeso, la mayoría pertenece a la carrera de enfermería, el 46%, presenta valores normales. Conclusión: Se concluye que la percepción sobre el nivel de actividad física de los docentes universitarios es bajo y moderado, no cumplen con requerimientos mínimos señalados por la OMS, presentan sedentarismo y sobrepeso(AU)

Physical activity in university teachers is the subject of study since it is a population with a range of great responsibility and prone to physical inactivity. Objective: To assess the level of physical activity and body mass index of 50 teachers from the health faculty at a public university, based on age, gender, marital status, weight and height. Materials and Methods: The research approach is quantitative, descriptive, non-experimental and cross-sectional. The study subjects are 50 teachers from the faculty of health at a public university. To classify the level of physical activity, the short format of the Physical Activity Questionnaire (IPAQ) was applied. Results: It was evidenced that 74% of teachers are female, most are over 40 years old and 50% are married. Teachers' perception of their level of physical activity is as follows: low (- of 600 Mets, 48%), moderate level (- of 1500 Mets, 38%) and high level (+ of 1500 Mets, 14 %), the time spent sitting on a business day is 5 to 10 hours a day. The BMI of 54% of teachers has values corresponding to overweight, the majority belong to the nursing career, 46% have normal values. Conclusion: It is concluded that the perception about the level of physical activity of university teachers is low and moderate, they do not meet the minimum requirements indicated by the WHO, they are sedentary and overweight(AU)

Diseño y validación del cuestionario percepción del profesor sobre la deserción universitaria (CDUp) / Design and validation of the questionnaire on teacher perception of university dropout (CDUp)

Resumen Objetivo: Diseñar y validar el Cuestionario Percepción del profesor sobre la Deserción Universitaria (CDUp) basado en el modelo bioecológico de Bronfenbrenner. Método: En este estudio de tipo instrumental, participaron 464 profesores, el 74,1 % eran mujeres (M edad = 40,05; DE = 10,9) y el 25,9 % eran hombres (M edad = 40,09; DE = 11,23), vinculados a una universidad pública (n = 249) y privada (n = 211) de la ciudad de Tunja (Colombia). Resultados: El análisis Factorial Exploratorio (AFE) con método de extracción mínimos cuadrados y rotación promax, arrojó una estructura pentafactorial, explicando el 55,28 % de la varianza. La consistencia interna del instrumento estimada con el coeficiente de Alfa de Cronbach (α = 0,89 0,95) y el método de fiabilidad compuesta, Omega de McDonald (ω =0,890,95), reveló niveles de fiabilidad fuerte para todas las escalas: Intrapersonal, Adaptación personal, Redes de apoyo disfuncional, Interacción docente-estudiante, y Aspectos institucionales y empleabilidad. Conclusión: El CDUp es un instrumento con óptimas propiedades psicométricas, el cual permite medir la percepción que tienen los profesores sobre los factores de riesgo asociados a la deserción universitaria.

Abstract Objective: This paper aims to design and validate of the Questionnaire on Teacher Perception of University Dropout based on Bronfenbrenner's bioecological model. Method: In this instrumental study, the University Dropout Questionnaire for use by teachers (CDUp, by its acronym in Spanish) was designed and validated in a sample of 464 teachers from a public and a private university of an intermediate city in Colombia. The construction of the questionnaire was carried out based on Bronfenbrenner's bioecological model. Results: The Exploratory Factor Analysis (CFA) with least squares extraction method and promax rotation threw a five-factor theoretical structure, explaining 55,28 % of the variance. The internal consistency of the instrument, estimated with Cronbach's coefficient alpha (α = 0,890,95) and McDonald's coefficient omega (ω = 0,87 0,95), revealed strong levels of reliability for all the scales: Intrapersonal, Personal Adaptation, Dysfunctional support networks, Teacher-student interaction, and Institutional aspects and employability. Conclusion: It is concluded that the CDUp is an instrument that presents optimal psychometric properties, which allows the measurement of the perception of risk that teachers have of the students who abandon the university system.

Conocimiento de los factores de riesgo vocal y presencia de síntomas vocales en profesores universitarios / Knowledge of vocal risk factors and presence of vocal symptoms in university professors

Introducción: existen diferentes factores de riesgo que pueden llegar a generar alteraciones vocales en los profesores en el ejercicio de su labor. Esta investigación busca establecer la relación entre el conocimiento de los factores de riesgo vocal y la presencia de síntomas asociados a enfermedad vocal en profesores universitarios. Método: se llevó a cabo un estudio observacional descriptivo con un diseño trans-versal con 200 profesores seleccionados bajo criterios de exclusión y exclusión. Se aplicó una encuesta online de conocimiento de los factores de riesgo vocal y la subes-cala física del Índice de Incapacidad Vocal (VHI). Para el análisis estadístico se usó Stata 14. Resultados: se encontró que los docentes presentan conocimiento de los factores de riesgo vocal y la presencia de síntomas es leve. La relación entre estas dos variables fue negativa, es decir, a mayor conocimiento vocal menor presencia de síntomas. Conclusiones: a pesar de encontrarse relación entre las variables de estudio, el nivel de significancia es bajo. Las investigaciones que indagan el conocimiento de los factores de riesgo vocal son reducidas, por lo que se recomienda continuar investi-gando esta temática

Introduction: there are different risk factors that can generate vocal alterations in teachers in the exercise of their work. This research seeks to establish the relationship between knowledge of vocal risk factors and the presence of symptoms associated with vocal disease in college teachers. Method: a descriptive observational study was carried out with a cross-sectional design with 200 teachers selected under exclusion and exclusion criteria. An online survey of knowledge of vocal risk factors and the physical subscale of the Vocal Disa-bility Index (VHI) were applied. Stata 14 was used for statistical analysis.Results: it was found that teachers present knowledge of vocal risk factors and the presence of symptoms is mild. The relationship between these two variables was ne-gative, that is, the higher the vocal knowledge, the lower the presence of symptoms.Conclusions: despite finding a relationship between the study variables, the level of significance is low. The investigations that research the knowledge of the vocal risk factors are limited. Therefore, it is recommended to continue investigating this topic.

Cultural Conceptions of Teachers on the Educational Model of a Public University of Ecuador / Concepciones culturales de los docentes sobre el modelo educativo de una universidad pública de ecuador

RESUMEN El objetivo del estudio fue indagar los significados culturales del concepto "modelo educativo" con la exploración de dimensiones cognitivas y el consenso cultural en docentes de una universidad pública ecuatoriana. Se aplicaron el diseño cualitativo, descriptivo y exploratorio enmarcados en la antropología cognitiva, así como las técnicas listados libres y sorteo por montones en fases sucesivas, la primera de 20 docentes y la segunda de 18 docentes cada vez, basados en el modelo de Romney, Weller y Batchelder. Se obtuvieron niveles del consenso cultural a razón de 5,213 y promedio de competencia cultural de 3,196, que demostraron acuerdo grupal. Se identificaron componentes principales, intermedios y secundarios. La jerarquización temática del discurso permitió agrupar en un modelo epistemológico, curricular y pedagógico. Se concluye que los participantes piensan en forma homogénea y los significados culturales del modelo educativo se ajustaron al consenso, sin variación cultural entre docentes.

ABSTRACT The objective of the study was to investigate the cultural meanings of the Educational Model concept, through the exploration of cognitive dimensions and the cultural consensus in teachers at an Ecuadorian public university. Methodology: Qualitative, descriptive, exploratory design; framed in Cognitive Anthropology. Free listing techniques were applied, and lots were drawn in successive phases; the first of 20 teachers, and the second of 18 teachers each time; based on the Romney, Weller, and Batchelder Model. Results: Cultural consensus levels in a ratio of 5,213, and cultural competence average of 3,196, showed agreement within the group. Main, intermediate, and secondary components were identified. The Thematic hierarchization of the discourse allowed for grouping in an epistemological, curricular, and pedagogical model. Conclusions: The participants think homogeneously, the cultural meanings of the educational model were adjusted to consensus, without cultural variation among teachers.

The thinking styles of the university teacher / Os estilos de pensamento do professor universitário / Los estilos de pensamiento del profesor universitario

This research is framed in the teachers' thinking and behavior paradigm, and its objective was to understand the thinking styles of the university teacher from two out of the five cognitive and behavioral expressions in Sternberg's thinking styles theory: the function inside the classroom and the level of classroom performance. The epistemological approach was the empirical-inductive, framed in the logic positivism tradition, with the case study as methodology. A 24-reactives likert-based scale was applied to 40 teachers of the Education career from Francisco de Miranda University (UNEFM). The results evidenced a mediational thinking style, based on cognitive and constructivism-based teaching procedures, democratic patterns for classroom organization, as well as a permanent process of reflection that informs teachers about what and how to improve while teaching. These results can help to optimize teaching performance, as well as to design pedagogical training processes more focused and based on mediational pedagogies that lead to better learning.

Esta pesquisa está centrada no paradigma do pensamento e comportamento do professor, e a sua intenção foi compreender os estilos do pensamento do professor universitário desde duas expressões do pensamento e comportamento. Assume-se a teoria dos estilos do pensamento de Sternberg, com a função na sala de aula e o nível de desempenho, como formas do autogoverno mental. O enfoque da pesquisa foi o empírico-indutivo, inspirado na tradição do positivismo lógico, e o estudo de caso como metodologia. Aplicou-se uma escala likert de 24 items a 40 professores da carreira de Educação na Universidade Francisco de Miranda (UNEFM), e o coeficiente Alfa de Cronbach obtenido para confiabilidade foi de 0,71 (alta). Os resultados evidenciam um estilo do pensamento mediacional (EPM), com base em procedimentos do ensino cognitivos e construtivistas, padrões democráticos para organização da atividade na sala de aula, assim como também um processo simultâneo de reflexão que informa aos professores sobre que e como melhorar enquanto vão ensinando. Estes resultados aportam informação sobre o pensamento e o comportamento do professor, podendo promover o melhoramento da pratica do ensino, além de processos de formação pedagógicos mais focalizados e com base em pedagogias mediacionais que aportem melhores aprendizagens aos estudantes.

Esta investigación está enmarcada en el paradigma del pensamiento y comportamiento del profesor, y su objetivo ha sido entender los estilos de pensamiento del profesor universitario desde dos de las cinco expresiones cognitivas y comportamentales de la teoría de los estilos de pensamiento de Sternberg (1988): la función en el aula y el nivel de desempeño. El enfoque epistemológico fue ha sido el empirista inductivo, enmarcado en la tradición positivista lógica, con el estudio de caso como metodología. Se ha aplicado una escala Likert de 24 reactivos a 40 profesores de la carrera de Educación en la Universidad Francisco de Miranda (UNEFM). Los resultados han evidenciado un estilo de pensamiento mediacional, basado en procedimientos de enseñanza cognitivos y constructivistas, patrones democráticos para la organización de la actividad áulica, así como un proceso simultáneo de reflexión que informaría a los profesores qué y cómo mejorar mientras van enseñando. Estos resultados pueden ayudar a optimizar la práctica de enseñanza, así como también a promover procesos de formación pedagógica más direccionados y basados en pedagogías mediacionales que promuevan mejores aprendizajes.

Planos para o futuro: uma análise da perspectiva ocupacional de professores universitários para o período da aposentadoria / Plans for the future: an analysis of the occupational perspective of professors for the retirement period

Resumo Introdução O presente trabalho baseou-se no Modelo de Ocupação Humana, especificamente no subsistema da volição para compreender a fase da aposentadoria. Objetivo A partir das teorias abordadas objetivou-se conhecer a perspectiva ocupacional para a aposentadoria dos professores universitários do Centro de Ciências da Saúde (CCS) do Campus I da Universidade Federal da Paraíba. Método Tratou-se de um estudo de natureza exploratório-descritiva aplicado com 11 professores universitários do CCS a partir de uma entrevista semiestruturada realizada em abril e maio de 2017 e posteriormente analisadas segundo a técnica da Análise de conteúdo de Bardin. Resultados O estudo teve seus resultados e discussões baseados nas seguintes categorias: como os professores se percebem dentro do planejamento da aposentadoria; os fatores que contribuem para a saída ou permanência no trabalho e qual é o significado da aposentadoria individualmente. Conclusão A partir dos resultados verifica-se que o planejamento requer uma adaptação do indivíduo devido à importância da fase da aposentadoria e que, por esse fator, é necessário que haja um investimento por parte das universidades em projetos de extensão ou pesquisa, e até mesmo criação de grupos em que o planejamento para a aposentadoria seja o assunto em pauta para que os fatores que os impede de experienciar esse momento sejam revistos e trabalhados, para que ganhos possam ser percebidos como mais gratificantes que as perdas.

Abstract Introduction The present work was based on the Human Occupation Model, specifically in the volition subsystem to understand the retirement phase. Objective Based on the theories addressed, the objective was to know the occupational perspective for the retirement of the university professors of the Health Sciences Center (CCS) of Campus I of the Federal University of Paraíba. Method This was an exploratory-descriptive study applied with 11 university professors from the CCS from a semi-structured interview conducted in April and May of 2017 and later analyzed according to the technique of Content Analysis of Bardin. Results The study had its results and discussions based on the following categories: how teachers perceive themselves within the planning of retirement; the factors that contribute to the exit or permanence in the work; and what is the meaning of retirement individually. Conclusion Based on the results it is verified that the planning requires an adaptation of the individual due to the importance of the retirement phase and that by this factor it is necessary that there is an investment by the universities in projects of extension or research and even creation of groups in which planning for retirement is the issue at hand so that the factors that prevent them from experiencing this moment are reviewed and worked out so that gains can be perceived as more rewarding than losses.

Psychometric properties of the Satisfaction with Life Scale, in workers of the manufacturing industry / Propiedades psicométricas de la escala de satisfacción con la vida, en trabajadores de la industria manufacturera

Resumen El presente estudio reporta las propiedades psicométricas y el factor de estructura de la Escala de satisfacción con la vida (SWLS) en una muestra de trabajadores de la industria manufacturera en Jalisco, México (N = 774). La SWLS es una medida diseñada con el fin de evaluar la satisfacción de vida subjetiva. La muestra fue proporcional de 32 industrias participantes de los tres parques. Resultados del análisis factorial demostraron que la escala se comporta como una estructura unifactorial, lo que explica una varianza total del 66%, con elevados pesos factoriales para cada elemento (entre 0,74 y 0,86). La consistencia interna de la SWLS (a = 0,82) resultó ser alta en relación con los cinco ítems de la escala. El análisis factorial muestra que la SWLS tenía validez concurrente adecuada.

Abstract This study reports the psychometric properties and factor structure of the Satisfaction Scale with Life (SWLS) in a sample of workers in the manufacturing industry in Jalisco, Mexico (N = 774). The scale (SWLS) is a measure designed to assess subjective life satisfaction. The sample was proportional 32 industries participating of the three industrial parks. Results of factor analysis showed that the scale behaves as a factor structure, explaining total variance of 66%, with high factor loadings for each element (between 0.74 and 0.86). The internal consistency of the SWLS (a = 0.82) was high in relation to the five items of the scale. Factorial analysis showed that SWLS had adequate concurrent validity.

Occupational mental health and job satisfaction in university teachers in Shenyang, China / 中华劳动卫生职业病杂志

Objective@#To investigate the current status of occupational mental health and job satisfaction in university teachers in Shenyang, China and related influencing factors.@*Methods@#A total of 1500 teachers from 6 universities in Shenyang were randomly selected as study subjects from November 2013 to January 2014. Self-administered questionnaires were used to investigate mental health, including effort-reward imbalance questionnaire, Minnesota Satisfaction Questionnaire, Center for Epidemiological Survey-Depression Scale, and Psychological Capital Questionnaire.@*Results@#Of all teachers, 58.9% had depressive symptoms. Depressive symptoms in university teachers were negatively correlated with the scores of psychological capital, supervisory commitment, and perceived organizational support (r=-0.461, -0.306, and -0.366, all P<0.01) and were positively correlated with the score of occupational stress (r=0.414, P<0.01) . Job satisfaction was positively correlated with psychological capital, perceived organizational support, and supervisory commitment (r=0.650, 0.715, and 0.636, all P<0.01) and negatively correlated with occupational stress (r=-0.475, P<0.01) . The direct effects of occupational stress, perceived organizational support, and supervisory commitment on job satisfaction were -0.30, 0.26, and 0.14, respectively, and their indirect effects were -0.0176, 0.0656, and 0.0368, respectively. The direct effects of occupational stress, perceived organizational support, and supervisory commitment on depressive symptoms were 0.20, -0.08, and -0.05, respectively, and their indirect effects was 0.033, -0.123, and -0.069, respectively.@*Conclusion@#Occupational mental health is closely associated with job satisfaction in university teachers in Shenyang, and psychological capital has a mediating effect on perceived organizational support, supervisory commitment, occupational stress, job satisfaction, and depressive symptoms.

Meta analysis of studies on epidemiology of hypertension in college and university teachers and staff / 中华医学图书情报杂志

Objective To more effectively prevent hypertension and provide better health care for college and university teachers and staff by keeping abreast with the epidemiology of hypertension. Methods The data were extracted from the selected Chinese and English papers on epidemiology of hypertension, which was followed by a meta-analysis of the prevalence, awareness rate, cure rate, and control rate of hypertension in college and university teachers and staff of China. Results A total of 73 papers were included in this study. The total prevalence of hypertension was 23. 3% (95%CI=21. 1%-25. 6%), the prevalence of hypertension was 27. 2% (95%CI=24. 4%-30. 0%) in male hypertensive teachers and staff and was 18. 6% (95%CI=16. 6%-20. 6%) in female hypertensive teachers and staff. The prevalence of hypertension increased with the increasing age and tended to increase with the year of investigation in college and university teachers and staff of China, and was the lowest in East China followed by Central China and West China. The awareness rate, cure rate and control rate of hypertension were 68. 3% (95%CI=59 . 7%-76 . 8%) , 63 . 7% ( 95%CI=55 . 5%-71 . 9%) , and 37 . 7% ( 95%CI=28 . 0%-47 . 5%) respec-tively in college and university teachers and staff of China. Conclusion The prevalence of hypertension is different in college and university teachers and staff of China due to different sexes, ages and areas.

Meta analysis of studies on epidemiology of hypertension in college and university teachers and staff / 中华医学图书情报杂志

Objective To more effectively prevent hypertension and provide better health care for college and university teachers and staff by keeping abreast with the epidemiology of hypertension. Methods The data were extracted from the selected Chinese and English papers on epidemiology of hypertension, which was followed by a meta-analysis of the prevalence, awareness rate, cure rate, and control rate of hypertension in college and university teachers and staff of China. Results A total of 73 papers were included in this study. The total prevalence of hypertension was 23. 3% (95%CI=21. 1%-25. 6%), the prevalence of hypertension was 27. 2% (95%CI=24. 4%-30. 0%) in male hypertensive teachers and staff and was 18. 6% (95%CI=16. 6%-20. 6%) in female hypertensive teachers and staff. The prevalence of hypertension increased with the increasing age and tended to increase with the year of investigation in college and university teachers and staff of China, and was the lowest in East China followed by Central China and West China. The awareness rate, cure rate and control rate of hypertension were 68. 3% (95%CI=59 . 7%-76 . 8%) , 63 . 7% ( 95%CI=55 . 5%-71 . 9%) , and 37 . 7% ( 95%CI=28 . 0%-47 . 5%) respec-tively in college and university teachers and staff of China. Conclusion The prevalence of hypertension is different in college and university teachers and staff of China due to different sexes, ages and areas.

Prácticas docentes y TIC en el nivel superior / Teaching practices and ict in the high level

El trabajo se enmarca dentro del proyecto de investigación UBACyT: "Usos de las TIC (Tecnologías de la Información y Comunicación) y prácticas de enseñanza en docentes universitarios de psicología (UBA)", el cual busca indagar el uso y las prácticas con TICS de los docentes universitarios de tipo instrumental-mercantil (Benbenaste, 1992) y su incidencia en las prácticas de enseñanza. Según lo relevado hasta el momento, describiremos y analizaremos cuáles son las prácticas más frecuentes de los docentes con y sin el uso de TIC y de qué forma son utilizadas como recursos para la enseñanza. Hemos realizado un relevamiento con dos instrumentos, un cuestionario (Neri y Zalazar, 2013) y una entrevista semiestructurada con el fin de obtener información actualizada que permita generar el conocimiento y la orientación apropiada para su uso en el ámbito de la educación superior, en función de los contextos de desarrollo a partir de la convergencia digital.

The current paper is framed within the UBACyT research project: 'ICT (Information and Communication Technologies) uses and teaching practices of university teachers of psychology', which seeks to investigate the instrumental mercantile (Benbenaste, 1992) use and ICT practices of university teachers, and its impact on learning practices. Based on the data gathered up to now, we will describe and analyze which the most frequent teaching practices are with and without the use of ICT, and in which way they are used as teaching resources in the field of higher education. With this objective, we have designed two data gathering methods, a semi-structured interview and an ICT use questionnaire (Neri, Zalazar, 2013) both aimed at obtaining updated information which will allow knowledge generation and appropriate guidance for its use within the field of higher education, based upon the context of development since digital convergence.

Factores asociados a la disposición por el teletrabajo entre docentes universitarios / Factors associated with the disposition for telework amon university teachers

Son múltiples los beneficios reportados alrededor del mundo con referencia a la adopción del teletrabajo, y es ampliamente recomendada su implementación para actividades relacionadas con la gestión del conocimiento y la información. Pero es muy escasa la investigación adelantada al respecto en el sector educativo. La presente investigación se propuso determinar qué factores inciden con la disposición hacia la adopción del teletrabajo entre profesores universitarios. Se aplicó una encuesta entre 118 profesores de universidades públicas y privadas del sector del Eje Cafetero-Colombia en donde se recolectó información relacionada con aspectos individuales, actividades tele-trabajables, percepción y actitud hacia el uso de TIC, aptitud para el manejo de TIC, y aspectos relacionados con su entorno laboral. Se aplicaron pruebas de independencia, análisis de correspondencias múltiples y regresión logística. Se detecta una alta disposición hacia la adopción del teletrabajo entre profesores universitarios. Entre los factores asociados hacia el interés por teletrabajar surgen principalmente los relacionados con los aspectos aptitudinales y actitudinales hacia el uso de las TIC en las actividades laborales, mientras que por el contrario, los aspectos individuales, el entorno laboral y el tipo de actividades realizadas presentan muy poca incidencia en la disposición a teletrabajar.

Multiple benefits are reported around the world with reference to the adoption of telework, and is widely recommended its implementation in activities related to knowledge management and information. But there is little research in the education sector. This research aims to determine what factors affect the disposition towards adoption of telework among university teachers. A survey was done among 118 teachers from public and private universities of a region of Colombia where related information with individual aspects, teleworking activities, perceptions and attitudes towards the use of ICT, aptitude for the management of ICT, and aspects related to their work environment was collected. Tests of independence, multiple correspondence analysis and logistic regression were applied. A high disposition towards the adoption of telework among academics is detected. Among the factors associated to the interest in telecommuting arise primarily those related to the aptitudinal and attitudinal aspects to the use of ICT in work activities, while on the contrary, the individual aspects, the working environment and the type of activities have very little impact on the willingness to telework.

Formar professores universitários: tarefa (im)possível? / Formar a profesores universitarios: ¿Tarea (in)posible? / University teachers’ development: an (im) possible task?

Este artigo deriva de pesquisa de pós-doutoramento a respeito de programas institucionalizados de formação docente. Pretende-se problematizar ações formativas para a docência no Ensino Superior realizadas em universidades públicas, com vistas a identificar riscos, tensões e desafios enfrentados pelos programas institucionalizados. Num estudo exploratório descritivo, foram consultados coordenadores de programas, por meio de entrevista presencial, e reconhecidos pesquisadores da área de formação pedagógica universitária, utilizando-se entrevista por e-mail. A análise apoia-se no método hermenêutico-dialético. Aparecem como desafios: a luta constante na resistência às políticas reguladoras que caminham na contramão de uma educação que vise a uma qualidade social; a sustentabilidade das políticas institucionais; a valorização de uma formação pedagógica universitária regida por princípios éticos e políticos aderentes à emancipação humana, e, como estratégia de luta contra-hegemônica, a construção de redes de articulação entre os programas existentes.

Este artículo deriva de una investigación de posdoctorado relacionada con programas institucionalizados de formación docente. En el mismo, se pretende problematizar acciones formativas para la docencia en enseñanza superior realizadas en universidades públicas, con el objetivo de identificar riesgos, tensiones y desafíos enfrentados por los programas institucionalizados. Por medio de un estudio exploratorio descriptivo, fueron consultados coordinadores de programas y reconocidos investigadores del área de formación pedagógica universitaria, utilizándose la técnica de entrevista vía email. El presente análisis se apoya en el método hermenéutico dialéctico. Aparecen como desafíos la lucha constante, situada en la resistencia a las políticas reguladoras que caminan en dirección contraria a una educación que objetive la calidad social; la sustentabilidad de las políticas institucionales; la valorización de una formación pedagógica universitaria regida por principios éticos y políticos concordantes con la emancipación humana y, como estrategia de lucha contra hegemónica, aparece como esencial la construcción de redes de articulación entre los programas existentes.

This paper originated from a post-doctoral research on institutional university teachers’ development programs. Its objective is to question formative actions for higher education teaching at public universities, identifying the risks, tensions and challenges faced by these institutionalized programs. During this descriptive - exploratory study, programs coordinators were consulted through a face-to-face interview, while recognized researchers from the university teaching development area were interviewed via email. The analysis used was based on the hermeneutics - dialectics method. A few challenges surfaced: the constant struggle resisting regulatory policies directed against an education that aims at social quality; the sustainability of institutional policies; the valorization of university teaching development programs regulated by ethical and political principles related to human emancipation; and, as a strategy against hegemonic status, the construction of articulation networks among existing programs.

Strategies for improving the information literacy of college and university teachers under MOOC environment / 中华医学图书情报杂志

The rapid development of MOOC is both an opportunity and a challenge for the higher education in our country .The information literacy of college and university teachers plays an important role in the success implemen-tation of MOOC.The development and characteristics of MOOC were described, the problems existed in information literacy of college and university teachers under MOOC environment were analyzed with strategies put forward for improving the information literacy of college and university teachers from the aspects of ideological concept , training methods, assessment criteria, and information environment .

Trajetórias identitárias e sentidos do trabalho docente para professores universitários / Trayectorias de la identidad y sentidos de la enseñanza para profesores de la universidad / Identitary trajectories and the significance of teaching for universitary teachers

O presente artigo é resultado de uma pesquisa que teve como objetivo compreender a trajetória identitária profissional de seis professoras universitárias e analisar os sentidos atribuídos por elas ao trabalho docente. A investigação tratou-se, metodologicamente, de uma pesquisa qualitativa. Para tanto, foram realizadas entrevistas semiestruturadas, com o uso do gravador, em que as professoras apresentaram explicações que oferecem, ao leitor, mais elementos para a compreensão de aspectos revelados sobre suas trajetórias profissionais e sobre como significam seu trabalho docente. O tratamento das informações se deu por meio da análise de conteúdo. Os resultados mostram que os sentidos do trabalho, na contemporaneidade, aparecem diversificados, entrecruzados, ambivalentes e contraditórios. Essa diversidade se caracteriza pela complexidade da própria identidade, sempre em constituição, e também em razão de o mundo estar em constante mudança, especialmente o mundo do trabalho, que acaba por afetar o trabalho docente universitário, repercutindo também numa reconfiguração da identidade profissional.

Este artículo es el resultado de un estudio que tuvo como objetivo entender la trayectoria de identidad profesional de seis profesoras universitarias y analizar los significados que atribuyen a la enseñanza. Metodológicamente se trató de investigación cualitativa. Con este fin, fueron realizadas entrevistas semi-estructuradas, utilizando la grabadora, en la que las profesoras presentaron explicaciones que ofrecen, al lector, más elementos para la comprensión de los aspectos revelados sobre sus carreras y cómo es significada su enseñanza. El procesamiento de la información se produjo a través del análisis de contenido. Los resultados muestran que los significados del trabajo, en la contemporaneidad, aparecen diversos, entretejidos, ambivalentes y contradictorios. Esta diversidad se caracteriza por la complejidad de su propia identidad, siempre en constitución, y también debido a que el mundo está cambiando constantemente, especialmente el mundo del trabajo, que en última instancia afecta al trabajo de profesor universitario, lo que implicará también en una reconfiguración de la identidad profesional.

This article is the result of a survey that aimed to understand professional identity trajectory six university professors and analyze the meanings they attribute to teaching. The investigation was treated methodologically qualitative research. To this end, semi-structured interviews, using the recorder, in which the teachers had to offer explanations, the reader, more elements for understanding aspects revealed about their career paths and how mean their teaching were performed. Processing of information occurred through content analysis. The results show that the meanings of work in contemporary appear diverse, interwoven, ambivalent and contradictory. This diversity is characterized by the complexity of their own identity, always in the constitution, and also because of the world is constantly changing, especially the world of work, which ultimately affect the university teaching job, also reflecting a reconfiguration of professional identity.

Analysis of disease and health risk factors among teachers in one university of Chongqing / 重庆医学

Objective To understand the teachers′health status of one university in Chongqing to provide the basis for the healthcare of this group.Methods The teachers′health examination information in1 303 cases of physical healthy examination was retrospectively analyzed.The data were analyzed by the SPSS17.0 statistical software.Results The main detected diseases were conj unctivitis,fatty liver,cataract,refractive error,eyeground arteriosclerosis and hypertension.The top-5 health risk factors includ-ed dyslipidemia,overweight,hyperpiesia,increased uric acid and fasting blood glucose abnormality.The detection rates of conj uncti-vitis,fatty liver,eyeground arteriosclerosis,overweight,hyperpiesia,increased uric acid,fasting blood glucose abnormality examined in males were obviously higher than those in females(P0.05).Apart from the increased uric acid(P=0.740),the morbidity and risk factors in dif-ferent ages were markedly different(P<0.01).The case rate of diabetes and hypertension was lower than the national average. Conclusion The eye health status of teachers in this university is not optimistic;there were many health risk factors.The health knowledge education of overweight,dyslipidemia,pathoglycemia and hyperpiesia should be carried out aiming at this group.

Tiempo libre y trabajo doméstico en su relación con daños psicosociales en docentes de una universidad pública mexicana / Leisure time and household work and their relationship to psychosocial health effects in teachers at a Mexican Public University

Estudio de la salud en el trabajo en docentes de la Universidad Autónoma Metropolitana-Xochimilco, considerando ciertas condiciones relacionadas con el uso del tiempo libre y el trabajo doméstico que pueden asociarse tanto positiva como negativamente con el bienestar y la salud. Material y métodos: Estudio observacional, transversal y analítico en una población académica. Se aplicó una encuesta individual a una población académica seleccionada aleatoriamente, participando 199 docentes universitarios, se exploraron las exigencias laborales, actividades domésticas y el uso del tiempo libre, así como daños en la salud. Resultados: Hay mayores exigencias laborales, tareas domésticas y trastornos en la mujer. Los daños a la salud muestran las siguientes tasas de prevalencia para mujeres y hombres: músculo-esqueléticos 51 vs 29; distrés 50 vs 35; Disfonía 48 vs 31 y trastorno del sueño 41 vs 25, respectivamente, asociadas estadísticamente. Se identificaron mediante análisis de cluster efectos positivos a través de la cercanía estrecha de conglomerados que dieron cuenta del desarrollo de manera sostenida de actividades durante el tiempo libre y la ausencia de trastornos en la salud. Conclusiones: Se recomienda una mayor organización de las actividades laborales que permitan un uso más activo del tiempo libre, debiendo enfatizar la realización del ejercicio físico, que resultó ser el principal elemento protector contra trastornos en la salud física y mental.

Objectives: To conduct an occupational health study of teaching staff at the Universidad Autónoma Metropolitana-Xochimilco. The study considers conditions relating to use of leisure time and house-hold work which can be associated both positively and negatively with well-being and health. Materials and methods: Observational, cross-sectional, analytical study of an academic population. A survey was applied to a single randomly selected academic population. The participants were 199 university teaching staff. The survey asked about work demands, household activities and the use of leisure time, and adverse health effects. Results: More household tasks and work demands, and more adverse health effects, were found in women. Prevalence rates for statistically associated adverse health effects in women and men respectively were: musculoskeletal disorders 51 vs 29; stress 50 vs 35; dysphonia 48 vs 31; and sleep disorders 41 vs 25. Positive effects were identified by means of cluster analysis by the close proximity of clusters showing sustained activities carried out during leisure time and the absence of adverse health effects. Conclusions: Better organization of work activities to enable more active usage of leisure time is recommended, with an emphasis on physical activity, which is the main protective measure against harm to physical and mental health.