Factores de satisfacción e insatisfacción en los docentes administrativos de instituciones de educación superior: Un estudio exploratorio en periodo de COVID-19

Abstract

The COVID-19 pandemic was declared by the World Health Organization (WHO) a public health emergency of international concern on January 30, 2020. This global health contingency caused major changes in many areas and higher education was no exception. The massive migration from face-to-face to online education challenged the work of many, including administrative staff in higher education institutions (HEIs). The objective of this study was to explore the main factors of satisfaction and dissatisfaction in the administrative teachers of IES that are facing the great challenge of administering the institutions remotely at a distance, for the health protection of the population in times of COVID-19, with the purpose of generating information that makes it possible to improve decisions when they have to face similar contingencies. For this purpose, a qualitative research was carried out with 26 administrative teachers of IES using the technique of critical incidents to collect and analyze the data, collecting a total of 181 critical incidents. The critical incidents were analyzed with the theory of the two factors of Herzberg (1959) and the theory of the situational events of the work satisfaction of Quarstein et al. (1992) to analyze the factors of satisfaction and dissatisfaction of the administrative teachers of IES in light of three categories: "institutional budgets", "time and work load" and "physical work conditions". The results of this study show that the satisfaction and dissatisfaction with the work at a distance of the administrative teachers of IES in times of pandemic are heterogeneous according to gender, age and institution to which they belong. The limitations related to the specific sector of the IES and the transversal nature of the data are addressed.