Teacher management and job satisfaction: Analysis of the proposal of the accreditation model for Peruvian university higher education programs

Abstract

This research takes as a parameter the standards of factor 5 of the accreditation model of university higher education study programs to establish the level of satisfaction and the relationship between teacher management and job satisfaction. This is a quantitative, applied, descriptive-correlational study. A documentary review guide and two questionnaires administered to 120 teachers of a business science faculty were used. The documentary review shows that 86% are satisfied with the training; before the pandemic, 90% of them were face-to-face; 84% have access to the hiring process; 53% have a master's degree and 47% have a doctorate. The descriptive analysis shows that management is perceived at a high level of 83.9% and satisfaction at 92.9%. The inferential analysis indicates that there is a high correlation of .715 between the variables and a moderate correlation between teacher selection, evaluation, training, and improvement at .672; recognition of their activity at .647, and academic development plan at .686. The authors propose that the study programs should install an evaluative culture that allows them to periodically review their processes for continuous improvement, which will reach 100% compliance. The study results allow concluding that efficient management will guarantee job satisfaction as an institutional strength.