Satisfacción laboral en el docente dominicanoantecedentes Laborales

Referencias bibliográficas

• Archambault, I., Janosz, M., Fallu, J., & Pagani, L. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32, 651-670. https://doi.org/10.1016/j.adolescence.2008.06.007
• Baker, W. K. (2011). Antecedents and consequences of job satisfaction: Testing a comprehensive model using integrated methodology. Journal of Applied Business Research (JABR), 20, 31-43. https://doi.org/10.19030/jabr.v20i3.2212
• Baker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13, 209-223. https://doi.org/10.1108/13620430810870476
• Bakker, A., Demerouti, E., & Sanz-Vergel, A. (2014). Burnout and Work Engagement: The JD–R Approach. Annual Review of Organizational Psychology and Organizational Behavior, 1, 389-411. https://doi.org/10.1146/annurev-orgpsych-031413-091235
• Blau, G. (2009). Can a four-dimensional model of occupational commitment help to explain intent to leave one’s occupation? Career Development International, 14, 116-132. https://doi.org/10.1108/13620430910950737
• Casas, J., Repullo, J., Lorenzo, S., & Cañas, J. J. (2002). Validación de la escala Q-Labors para evaluar la calidad de vida laboral en hospitales. Revista Administración Sanitaria, 6, 161-182.
• Chiang, M., Núñez, A., & Huerta, P. C. (2007). Relación del clima organizacional y la satisfacción laboral con los resultados, en grupos de docentes de instituciones de educación superior. ICADE, 72, 49-74.
• Culpepper, R. A. (2000). A test of revised scales for the Meyer and Allen (1991) three-component commitment construct. Educational and Psychological Measurement, 60, 604-616. https://doi.org/10.1177/00131640021970754
• Demerouti, E., Mostert, K., & Bakker, A., (2010). Burnout and work engagement: a thorough investigation of the independency of both constructs. Journal of Occupational Health Psychology, 15, 209-222. https://doi.org/10.1037/a0019408
• Dolan, S. L., & Gosselin, E. (2000). Job satisfaction and life satisfaction: analysis of a reciprocal model with social demographic moderators. Economics Working Papers, 484, Department of Economics and Business, Universitat Pompeu Fabra, Barcelona, España.
• Dollard, M. F., & Bakker, A. B. (2010). Psychosocial safety climate as a precursor to conducive work environments, psychological health problems, and employee engagement. Journal of Occupational and Organizational Psychology, 83, 579-599. https://doi.org/10.1348/096317909X470690
• Ferrer, R., & Dalmau, I. (2014). Ergonomía cognitiva y carga mental. En P. R. Gil-Monte (Coord.), Manual de psicosociología aplicada al trabajo y a la prevención de riesgos laborales (pp. 159-188). Madrid, España: Pirámide.
• Fogarty, T. J., Singh, J., Rhoads, G. K., & Moore, R. K. (2000). Antecedents and consequences of burnout in accounting: Beyond the role stress model. Behavioral Research in Accounting, 12, 31-68.
• Freudenberger, H. J. (1974). Staff burnout. Journal of Social Issues, 30, 159-165. https://doi.org/10.1111/j.1540-4560.1974.tb00706.x
• Freudenberger, H. J., & Richelson, G. (1980). Burnout: The high cost of high achievement. Nueva York, EUA: Anchor Press.
• Ge, C., Fu, J., Chang, Y., & Wang, L. (2011). Factors associated with job satisfaction among Chinese community health workers: A cross-sectional study. BMC Public Health, 11, 884. https://doi.org/10.1186/1471-2458-11-884
• Gil-Monte, P. R. (2007). El síndrome de quemarse por el trabajo (burnout): una perspectiva histórica. En P. R. Gil-Monte y B. Moreno-Jiménez (Comp.), El síndrome de quemarse en el trabajo (burnout): grupos profesionales de riesgo (pp. 21-41). Madrid, España: Pirámide.
• Gil-Monte, P. R. (2014). Consecuencias de los riesgos psicosociales en el trabajo. En P. R. Gil-Monte (Coord.), Manual de psicosociología aplicada al trabajo y a la prevención de riesgos laborales (pp. 369-394). Madrid, España: Pirámide.
• Gil-Monte, P.R., & Peiró, J. M. (1997). Desgaste psíquico en el trabajo: el síndrome de quemarse. Madrid, España: Síntesis.
• Golembiewski, R. T., Munzenrider, R. F., & Stevenson, J. (1986). Stress in organizations. Nueva York, EUA: Praeger.
• Hakanen, J. J., Bakker, A. B., & Shin, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513. https://doi.org/10.1016/j.jsp.2005.11.001
• Høigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35, 347-357. https://doi.org/10.1080/02619768.2011.633993
• Hu, L., & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1-55. https://doi.org/10.1080/10705519909540118
• Johnsrud, L., & Rosser, V. (2002). Faculty members’ morale and their intention to leave: A multilevel explanation. The Journal of Higher Education, 73, 518-542.
• Kim, Y., & Back, K. (2012). Antecedents and consequences of flight attendants’ job satisfaction. The Service Industries Journal, 32, 2565-2584. https://doi.org/10.1080/02642069.2011.593169
• Kline, R. B. (2016). Principles and practice of structural equation modeling. Second Edition. Nueva York, EUA: The Guilford Press.
• Kong, H., Jiang, X., Chan, W., & Zhou, X. (2018). Job satisfaction research in the field of hospitality and tourism. International Journal of Contemporary Hospitality Management, 30, 2178-2194. https://doi.org/10.1108/ijchm-09-2016-0525
• Koyuncu, M., Burke, R. J., & Fiksenbaum, L. (2006). Work engagement among women managers and professionals in a Turkish bank: Potential antecedents and consequences. Equal Opportunities International, 25, 299-310. https://doi.org/10.1108/02610150610706276
• Landsbergis, P. A., Schnall, P. L., Belki, K. L., Baker, D., Schwartz, J. E., & Pickering, T. G. (2002). The workplace and cardiovascular disease: Relevance and potential role for occupational health psychology. En J. C. Quick & L. E. Tetrick (Eds.), Handbook of Occupational Health Psychology (pp. 265-287). Washington, D. C., EUA: APA.
• Lizano, E., & Mor Barak, M. (2015). Job burnout and affective wellbeing: A longitudinal study of burnout and job satisfaction among public child welfare workers. Children and Youth Services Review, 55, 18-28. https://doi.org/10.1016/j.childyouth.2015.05.005
• Llorens-Gumbau, S., Salanova, M., & García-Renedo, M. (2003). ¿Por qué se están “quemando” los profesores? Revista del Instituto Nacional de Seguridad e Higiene en el Trabajo, 28, 16-24.
• Locke, E. A. (1969). What is job satisfaction? Organizational Behavior and Human Performance, 4, 309-336. https://doi.org/10.1016/00305073(69)90013-0
• Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113. https://doi.org/10.1002/job.4030020205
• Maslach, C., & Leiter, M. P. (1997). The truth about burnout: How organizations cause personal stress and what to do about it. San Francisco, EUA: Jossey-Bass.
• Michaelowa, K., & Wittmann, E. (2008). The cost, satisfaction, and achievement of primary education: Evidence from francophone Sub-saharan Africa. The Journal of Developing Areas, 41, 51-78. https://doi.org/10.1353/jda.2008.0028
• Muthén, L. K., & Muthén, B. O. (1998-2015). Mplus User’s Guide. Seventh Edition. Los Ángeles, EUA: Muthén & Muthén.
• Nahrgang, J., Morgeson, F., & Hofmann, D. (2011). Safety at work: A meta-analytic investigation of the link between job demands, job resources, burnout, engagement, and safety outcomes. Journal of Applied Psychology, 96, 71-94. https://doi.org/10.1037/a0021484
• Padilla, L., Loza, L., & Ramírez, M. D. (2013). La satisfacción laboral en el personal académico y su relación con la intención de abandonar la profesión. Perfiles Educativos, 35, 8-25.
• Parrales, S., Robles, J., & Arguedas, I. (2013). Involucramiento estudiantil en el proceso educativo: Cuestionario para determinar necesidades de capacitación de docentes. Actualidades Investigativas en Educación, 13, 1-23.
• Pines, A. M, Aronson, E., & Kafry, D. (1981). Burnout: From tedium to personal growth. Nueva York, EUA: Free Press.
• Poggi, A. (2010). Job satisfaction, working conditions and aspirations. Journal of Economic Psychology, 31, 936-949.
• Quevedo-Aguado, M. P., Delgado, C., Fuentes, J. M., Salgado, A., Sánchez, T., Sánchez J. F., & Yela, J. R. (1999). Relación entre “despersonalización” (burnout), trastornos psicofisiológicos, clima laboral y tácticas de afrontamiento en una muestra de docentes. Estudios de Psicología, 64, 87-110. https://doi.org/10.1174/02109399960256784
• Rice, R. W., Near, J. P., & Hunt, R. G. (1980). The job satisfaction/ life-satisfaction relationship: A review of empirical research. Basic and applied social psychology, 1, 37-64. https://doi.org/10.1207/s15324834basp0101_4
• Rosser, V. (2004). Faculty members’ intentions to leave: A national study on their worklife and satisfaction. Research in Higher Education, 45, 285-309.
• Sacks, A. M. (2006). Antecedents and consequences of employee engagement. Journal of Managerial Psychology, 21, 600-619. https://doi.org/10.1108/02683940610690169
• Schaufeli, W. B., & Bakker, A. B. (2003). UWES–Utrecht Work Engagement Scale: Test Manual. Utrecht, Holanda: Departamento de Psicología, Utrecht University.
• Schaufeli, W. B., Leiter, M. P., Maslach, C., & Jackson, S. E. (1996). MBI-General Survey. In C. Maslach, S. E. Jackson, & M. P. Leiter (Eds.), Maslach Burnout Inventory manual, 3rd ed., Palo Alto, EUA: Consulting Psychologists Press.
• Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71-92.
• Skaalvik, E., & Skaalvik, S. (2009). Does school context matter? Relations with teacher burnout and job satisfaction. Teaching and Teacher Education, 25, 518-524. https://doi.org/10.1016/j.tate.2008.12.006
• Skaalvik, E., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27, 1029-1038. https://doi.org/10.1016/j.tate.2011.04.001
• Sullivan, D., Hoffer, J., & Vasey, J. (2018). Impact of relational coordination on nurse job satisfaction, work engagement and burnout. jona: The Journal of Nursing Administration, 48, 132-140. https://doi.org/10.1097/nna.0000000000000587
• Tanaka, J. S. (1993). Multifaceted conceptions of fit in structural equation models. In K. A. Bollen (Ed.), Testing structural equation models (pp. 10-39). Newbury Park, EUA: Sage.
• Tarcan, G. Y., Tarcan, M., & Top, M. (2017). An analysis of relationship between burnout and job satisfaction among emergency health professionals. Total Quality Management & Business Excellence, 28, 1339-1356. https://doi.org/10.1080/14783363.2016.1141659
• Taris, T. W., Schreurs, P. J. G., & Schaufeli, W. B. (1999). Construct validity of the Maslach Burnout Inventory- General Survey: A two-sample examination of its factor structure and correlates, Work & Stress, 13, 223-237. https://doi.org/10.1080/026783799296039
• Tomás, J. M., de los Santos, S., Alonso-Andres, A., & Fernández, I. (2016). Validation of the Maslach Burnout Inventory-General Survey on a Representative Sample of Dominican Teachers: Normative Data. The Spanish Journal of Psychology, 19. https://doi.org/10.1017/sjp.2016.91
• Tomás, J. M., de los Santos, S., Georgieva, S., Enrique, S., & Fernández, I. (2018). Utrecht Work Engagement Scale in Dominican teachers: Dimensionality, reliability, and validity. Journal of Work & Organizational Psychology, 34, 89-93.
• Tomás, J. M., Oliver, A., Cheyne, A., Galiana, L., & Sancho, P. (2014). Cultura y clima de seguridad: Concepto y medición aplicada. En P. R. Gil-Monte (Coord.), Manual de psicosociología aplicada al trabajo y a la prevención de riesgos laborales (pp. 319-351). Madrid, España: Pirámide.
• Van den Hooff, B., & de Ridder, J. A. (2004). Knowledge sharing in context: The influence of organizational commitment, communication climate and cmc use on knowledge sharing. Journal of Knowledge Management, 8, 117-130. https://doi.org/10.1108/13673270410567675
• Vorina, A., Simonič, M., & Vlasova, M. (2017). An analysis of the relationship between job satisfaction and employee engagement. Economic Themes, 55, 243-262. https://doi.org/10.1515/ethemes2017-0014
• Warr, P., Cook, J., & Wall, R. (1979). Scales for the measurement of some work attitudes and aspects of psychological well-being. Journal of Occupational Psychology, 52, 129-148. https://doi.org/10.1111/j.2044-8325.1979.tb00448.x
• Wiener, Y. (1982). Commitment in organizations: A normative view. Academy of Management Review, 7, 418-428. https://doi.org/10.2307/257334
• Xanthopoulou, D., Bakker, A. B., Demerouti, E., & Kantas, A. (2012). Measuring burnout and work engagement: Factor structure, invariance, and latent mean differences across Greece and the Netherlands. International Journal of Business Science and Applied Management, 7, 40-52.
• Yang, J. (2010). Antecedents and consequences of job satisfaction in the hotel industry. International Journal of Hospitality Management, 29, 609-619. https://doi.org/10.1016/j.ijhm.2009.11.002