Professional teaching atmosphere in high schools

Abstract

Work environment is a key component in organisations because it influences the quality of teaching-learning processes and their impact. We wanted to delve deeper into this construct from empirical research that has been initiated in the Principality of Asturias in the academic year 2017-2018 and which we report periodically. It begins with an INTRODUCTION where an updated review of the areas and tools used is made, from which we have built an instrument adapted to our reality. It is a mixed METHOD, due to an ad hoc questionnaire that has been applied to assess the perceptions of a sample of 1,906 teachers out of a population of 4,581, which includes a Likert scale complemented with open questions. Quantitative data were analysed with SPSS.23, STATA 14, and content analysis with AQUAD 8, with the intention of delimiting segments of meaning and to establish categories, codes, catalogues and meta-codes. The RESULTS show the value of interpersonal relations in improving the professional climate, highlighting in the DISCUSSION those indicators that are perceived as most negative, i.e., the intensification of work due to systematic bureaucracy, ongoing educational reforms, the low social recognition of teaching and the absence of a professional career associated with good teaching performance, among others. Improvement is linked to an adequacy of working hours, reduction in bureaucracy, pact for education, a profound revision of the professional promotion system, multidisciplinary work, initial quality and continuous training and greater social recognition of the teaching profession.