Adaptación y validación de una escala abreviada para medir la satisfacción laboral docente en el contexto andaluz

Jennifer Serrano García; María del Carmen Olmos-Gómez

doi:10.31637/epsir-2026-2023

Authors

Jennifer Serrano García Universidad de Granada https://orcid.org/0000-0002-2881-0131
María del Carmen Olmos-Gómez Universidad de Granada https://orcid.org/0000-0002-7194-1209

DOI:

https://doi.org/10.31637/epsir-2026-2023

Keywords:

job satisfaction, teachers, validated scale, factor analysis, compulsory education, andalusian

Abstract

Introduction: Teacher job satisfaction is key to teacher well-being and tenure, as well as to educational quality. In the Andalusian context, there is a scarcity of instruments adapted to measure this construct. Methodology: A quantitative ex post-facto design was applied with 102 primary and secondary school teachers. The abbreviated ESL-PES-TA scale was used and subjected to exploratory and confirmatory factor analysis and correlations. Results: Three latent factors were identified: motivation and professional fulfilment, resources and recognition in the work environment, and work-life balance. The scale showed significant factor loadings and high internal consistency (α = 0,927; ω = 0,924). Discussions: The results support the validity and reliability of the instrument. Its contextual applicability and usefulness in assessing teacher well-being are highlighted. Conclusions: The ESL-PES-TA constitutes a robust and relevant psychometric scale for the diagnosis and improvement of Andalusian teachers' job satisfaction.

Downloads

Download data is not yet available.

Author Biographies

Jennifer Serrano García, Universidad de Granada

Doctor of Education Sciences from the University of Granada. Hired for a postdoctoral period by the Ministry of Science, Innovation and Universities. She belongs to the HUM-983 research group called ‘Interactive communities and hybrid learning environments that facilitate guidance and tutorial action for vulnerable young people in Andalusian ERACIS areas’. Her main line of research is linked to teacher training, tutorial action and issues related to vulnerable minors. She has published several book chapters with publishers such as Octadro, Gráo and Peter Lang. She has participated in numerous national and international conferences.

María del Carmen Olmos-Gómez, Universidad de Granada

PhD from the University of Granada, Senior Lecturer in the Department of Research Methods and Diagnosis in Education. Development and transfer of research activity, in addition to various international stays, more than 60 articles published in indexed journals (SCI, ISI, and/or SCOPUS) 2024. And a total of 53 papers at national and international conferences and seminars, published with peer-review criteria. I have taught in diploma and international degree programmes and currently teach at the undergraduate, master's and postgraduate levels at the University of Granada and have supervised more than 10 theses. As a principal investigator, I have several funded projects and have served as Vice-Dean of the Faculty of Education and Sports Sciences for more than four years.

References

Anaya-Nieto, D. y Suárez Riveiro, J. M. (2004). Job Satisfaction Scale-Version for Counsellors (ESL-VO) as a Resource for Job Satisfaction Assessment. Revista de Investigación Educativa, 22(2), 519-534. https://revistas.um.es/rie/article/view/98701

Avendaño-Castro, W. R., Luna-Pereira, H. O. y Rueda-Vera, G. (2021). Satisfacción Laboral de los Docentes: Un Análisis desde los Factores Extrínsecos e Intrínsecos. Revista Venezolana de Gerencia 26(5), 190-201. https://doi.org/10.52080/rvgluz.26.e5.13 DOI: https://doi.org/10.52080/rvgluz.26.e5.13

Boluarte, F. y Solís, J. (2017). Escala de satisfacción laboral para docentes de educación básica regular. Revista Ciencia y Educación, 1(2), 45-59.

Cabello, R., Álvarez-Mañas, J., Vigo, J. C. y Fernández-Berrocal, P. (2024). Estilos de apego e inteligencia emocional de los Educadores Sociales de Centros de Menores: su relación con el compromiso laboral. RELIEVE - Revista Electrónica De Investigación Y Evaluación Educativa, 30(1). https://doi.org/10.30827/relieve.v30i1.30446 DOI: https://doi.org/10.30827/relieve.v30i1.30446

Castañeda-Santillán, L. L. y Sánchez-Macías, A. (2022). Satisfacción laboral y burnout en personal docente. Retos Revista de Ciencias de la Administración y Economía, 12(24),

230-246. https://doi.org/10.17163/ret.n24.2022.03 DOI: https://doi.org/10.17163/ret.n24.2022.03

Cortez-Silva, D. M., Mendoza-Campana, N., Tocto-Huayama, N. y Turpo-Aranda, J. (2021). Job Satisfaction and Burnout Syndrome in Teachers during Confinement due to the COVID-19 Pandemic. Propósitos y Representaciones 9(3), e812. https://doi.org/10.20511/pyr2021.v9n3.812 DOI: https://doi.org/10.20511/pyr2021.v9n3.812

Dinham, S. y Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38(4), 379-396. https://doi.org/10.1108/09578230010373633 DOI: https://doi.org/10.1108/09578230010373633

Dominguez-Lara, S. A. (2018). Sobre la validación del cuestionario “Evaluación de la Atención de Enfermedades Crónicas para pacientes”. Revista Médica de Chile, 146(3), 403-404. https://doi.org/10.4067/s0034-98872018000300403 DOI: https://doi.org/10.4067/s0034-98872018000300403

Echeverria-Molina, I. y Sánchez-Cabrero, R. (2021). Satisfaction of Secondary Education Teacher in Spain through TALIS. Revista Fuente, 23(3), 341-352. https://doi.org/10.12795/revistafuentes.2021.15176 DOI: https://doi.org/10.12795/revistafuentes.2021.15176

Fernández Tilve, M. D. y Malvar-Méndez, M. L. (2024). Educar para el bienestar emocional en tiempos convulsos: un estudio desde la perspectiva de la orientación escolar. RELIEVE -Revista Electrónica De Investigación Y Evaluación Educativa, 30(1). https://doi.org/10.30827/relieve.v30i1.30389 DOI: https://doi.org/10.30827/relieve.v30i1.30389

Franco-López, J. A., López-Arellano, H. y Arango-Botero, D. (2020). Satisfaction with Being a Teacher: A Correlational Study. Revista Complutense de Educación, 31(1), 55-67. https://doi.org/10.5209/rced.61775 DOI: https://doi.org/10.5209/rced.61775

Frías-Navarro, D. (2021). Análisis factorial exploratorio y confirmatorio en la validación de instrumentos. Universitat de València. https://www.uv.es/friasnav/estadistica

García-Castro, M. y Bolívar, A. (2020). ¿Qué factores inciden en la satisfacción docente? Una revisión sistemática. Profesorado. Revista de Currículum y Formación del Profesorado, 24(2), 157-175. https://doi.org/10.30827/profesorado.v24i2.10788

García-Domingo, B. y Quintanal-Díaz, J. (2022). Emotional Intelligence as a Predictor of Satisfaction in Early Childhood and Primary School Teachers. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 20(4). https://doi.org/10.15366/reice2022.20.4.003 DOI: https://doi.org/10.15366/reice2022.20.4.003

García-Hernández, L. F., Fulquez-Castro, S. C. y Vázquez-García, J. (2020). Job Satisfaction in Public School Teachers in Mexico: Stressors Affecting Occupational Health. RVG: Revista Venezolana de Gerencia, 25(4), 235-246. https://produccioncientificaluz.org/index.php/rvg/article/view/35190

Garrido-González, L. y Flores-Meza, G. (2025). Identización e identidad profesional en la formación inicial docente de educador/a infantil [Identification and professional identity in initial teacher training for early childhood educators]. European Public & Social Innovation Review, 10, 01-18. https://doi.org/10.31637/epsir-2025-1184 DOI: https://doi.org/10.31637/epsir-2025-1184

George, D. y Mallery, P. (2003). SPSS for Windows Step by Step: A Simple Guide and Reference. Allyn & Bacon.

Hair, J. F., Black, W. C., Babin, B. J. y Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Pearson.

Hair, J. F., Black, W. C., Babin, B. J. y Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.

Hu, L. T. y Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118 DOI: https://doi.org/10.1080/10705519909540118

Quispe Flores, R. y Paucar Sullca, S. (2020). Satisfacción laboral y compromiso organizacional de docentes en una universidad pública de Perú. Apuntes Universitarios, 10(2), 64-83. https://doi.org/10.17162/au.v10i2.442 DOI: https://doi.org/10.17162/au.v10i2.442

Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A. y Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. https://doi.org/10.6018/analesps.30.3.199361 DOI: https://doi.org/10.6018/analesps.30.3.199361

Lozano, E., Gibelli, T. I. y Pintos, J. C. (2022). Motivaciones para iniciar una trayectoria de formación profesional en docencia universitaria. Perfiles Educativos, 44(178), 79-94. https://doi.org/10.22201/iisue.24486167e.2022.178.60552 DOI: https://doi.org/10.22201/iisue.24486167e.2022.178.60552

OECD. (2014). TALIS 2013 Results: An International Perspective on Teaching and Learning. OECD Publishing. https://doi.org/10.1787/9789264196261-en DOI: https://doi.org/10.1787/9789264196261-en

Nunnally, J. C. y Bernstein, I. H. (1994). Psychometric Theory (3rd ed.). McGraw-Hill

Pujol-Cols, L. J. y Dabos, G. E. (2018). Satisfacción laboral: una revisión de la literatura acerca de sus principales determinantes. Estudios Gerenciales, 34(146), 3-18. https://doi.org/10.18046/j.estger.2018.146.2809 DOI: https://doi.org/10.18046/j.estger.2018.146.2809

Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). Guilford Press.

Kock, N. (2014). Advanced mediating effects testing, multigroup analysis, and evaluation of measurement models in PLS-based SEM. International Journal of e-Collaboration (IJeC), 10(1), 1-13. https://doi.org/10.4018/ijec.2014010101 DOI: https://doi.org/10.4018/ijec.2014010101

Raso-Sánchez, F., & Santana-Aranda, D. (2022). Satisfacción del profesorado rural de Granada (España) respecto a su desarrollo profesional. Aula Abierta, 51(3), 275–284. https://doi.org/10.17811/rifie.51.3.2022.275-284 DOI: https://doi.org/10.17811/rifie.51.3.2022.275-284

Revelle, W. y Zinbarg, R. E. (2009). Coefficients alpha, beta, omega, and the glb: Comments on Sijtsma. Psychometrika, 74(1), 145-154. https://doi.org/10.1007/s11336-008-9102-z DOI: https://doi.org/10.1007/s11336-008-9102-z

Ryan, R. M. y Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68 DOI: https://doi.org/10.1037//0003-066X.55.1.68

Salessi, S. (2023). Capital psicológico, trabajo significativo y satisfacción laboral en docentes de Argentina. Revista IRICE, 45, 75-90. https://doi.org/10.35305/revistairice.vi45.1746 DOI: https://doi.org/10.35305/revistairice.vi45.1746

Schmider, E., Ziegler, M., Danay, E., Beyer, L. y Bühner, M. (2010). Is it really robust? Reinvestigating the robustness of ANOVA against violations of the normal distribution assumption. Methodology, 6(4), 147-151. https://doi.org/10.1027/1614-2241/a000016 DOI: https://doi.org/10.1027/1614-2241/a000016

Skaalvik, E. M., & Skaalvik, S. (2017). Motivation and burnout in teachers: The mediating role of job satisfaction. Teaching and Teacher Education, 67, 152-160. https://doi.org/10.1016/j.tate.2017.06.006 DOI: https://doi.org/10.1016/j.tate.2017.06.006

Tabachnick, B. G. y Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.

Toropova, A., Myrberg, E. y Johansson, S. (2021). Teacher job satisfaction: The importance of school working conditions and teacher characteristics. Educational Review, 73(1), 71-97. https://doi.org/10.1080/00131911.2019.1705247 DOI: https://doi.org/10.1080/00131911.2019.1705247

Wartenberg, G., Aldrup, K., Grund, S. y Klassen, R. M. (2023). Satisfied and high performing? A meta-analysis and systematic review of the correlates of teachers’ job satisfaction. Educational Psychology Review, 35, 114. https://doi.org/10.1007/s10648-023-09831-4 DOI: https://doi.org/10.1007/s10648-023-09831-4

Zakariya, Y. F. y Wardat, Y. (2024). Job satisfaction of mathematics teachers: an empirical investigation to quantify the contributions of teacher self-efficacy and teacher motivation to teach. Math. Ed. Res. J., 36, 791-813.

https://doi.org/10.1007/s13394-023-00475-9 DOI: https://doi.org/10.1007/s13394-023-00475-9