Análisis factorial exploratorio del estudio de autorregulación de docentes escolares ecuatorianos
DOI :
https://doi.org/10.31637/epsir-2025-2082Mots-clés :
Autorregulación, docente, escuela, análisis factorialRésumé
Introducción: El objetivo principal del estudio fue evaluar las dimensiones subyacentes de la autorregulación en docentes ecuatorianos, dada su relevancia para la mejora del desempeño profesional y la calidad educativa. Metodología: Se realizó un análisis factorial exploratorio con una muestra cuya adecuación fue confirmada (KMO = 0.977; prueba de esfericidad de Bartlett, p < 0.001). Se utilizó el método de componentes principales con rotación Oblimin para la extracción de factores, complementado con correlaciones de Pearson. Resultados: Se observaron correlaciones significativas entre “Metas” y “Estrategias de tarea” (r = 0.833), así como con “Ambiente de estudios” (r = 0.855). Además, “Gestión del tiempo” correlacionó con “Búsqueda de ayuda” (r = 0.800) y “Autoevaluación” (r = 0.820), indicando relaciones clave dentro del constructo de autorregulación. Discusión: El análisis permitió identificar dos factores principales: planificación y organización, y gestión emocional, lo que sugiere una estructura clara de la autorregulación docente. Conclusiones: Los resultados ofrecen una base empírica sólida para diseñar programas de intervención y formación orientados a fortalecer estas dimensiones en los docentes ecuatorianos, contribuyendo así a su desarrollo profesional y a la calidad del proceso educativo.
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© Dayron Rumbaut Rangel, Vicenta Jubika Ripalda Asencio, Egidio Yobanny Salgado Chévez 2025
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