Educating on the margins in closed institutions: a study of professional culture from perceptions of social support and well-being
DOI:
https://doi.org/10.7179/PSRI_2022.41.04Keywords:
Social education, professional culture, closed institutions, professional development, deontologyAbstract
In this article we explore the development of professional culture in closed institutions, focusing on professionals’ perceptions of social support and well-being. To do so,
we start from an emerging conceptualisation of these institutions as spaces of educational support and their analysis from the general theory of systems, with special emphasis on
the communicative and relational aspects and their impact on the professional work and its consequences for the people who work in these institutions from their perceptions in this regard. Based on and in dialogue with previous studies, we present the results of a quantitative
research with an ex post facto study on the levels of social support at work and its relationship with self-efficacy and life satisfaction, with a sample of 241 professionals in the field of socio-educational action in Spain, of which almost 15 % worked in a specialized institutional-residential environment. From this study we gather the most significant data related to the relationship between social support at work with the levels of life satisfaction and general self-efficacy and whether there are significant relationships between the levels of social
support at work in professional contexts of closed institutions compared to other contexts of socio-educational action, finding empirical evidence in this regard, which are discussed with the existing literature, determining the importance of taking care of these dimensions of professional culture and its perception for better performance and quality of professional life.
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