Keywords
How to Cite
Abstract
This study examined the challenges higher education institutions face in terms of working conditions and faculty retention. It was identified that overcrowding, low incentives, and job instability have led to low motivation, leading faculty to consider migrating to other sectors. Structured surveys were administered to 60 faculty members selected through a convenience sample from the School of Business Administration at the Escuela Superior Politécnica de Chimborazo. The factors evaluated were working conditions, faculty retention, and quality of education, with excellent reliability (α=0.98). The results indicated a total variance of 38.8%, which was comprised of the working conditions dimension, supporting its importance in faculty retention. Correlation analysis also showed a high positive impact (rho=0.847; p=0.000), confirming that improvements in contractual stability and extended working hours contributed to faculty retention. On the other hand, 51.6% of professors had been at the university for five years or more, indicating that stability and institutional recognition are important factors for continuing their work without problems.
References
Arias, L., Portilla, L., & Castaño, J. (2008). Compensación y beneficios salariales; atracción y retención de trabajadores. Scientia et Technica, 14(39).
Aulia, N., & Haerani, I. (2022). Teacher Retention and Turnover: Exploring the Factors that Influence Teacher Decision-Making. Journal of Education Review Provision, 2(2), 36–42. https://doi.org/10.55885/jerp.v2i2.155
Ayala, M., & Atencio, I. (2018). Retención en la educación universitaria en Chile. Aplicación de un modelo de ecuaciones estructurales. Revista de La Educación Superior, 47(186).
Castilla, S., Colihuil, R., Bruneau, J., & Lagos, R. (2021). Carga laboral y efectos en la calidad de vida de docentes universitarios y de enseñanza media. Chakiñan, revista de ciencias sociales y humanidades, 5(15), 166–179. https://doi.org/10.37135/chk.002.15.11
Centeno, A., Sanz de la Cal, E., & Greca, I. (2024). Service-Learning as a Tool for Developing Competencies in International Cooperation in the Initial Training of CLIL Primary Education Teachers. Revista Interuniversitaria de Formación Del Profesorado, 99(38.3). https://recyt.fecyt.es/index.php/RIFOP
Erin, M., & Benedetti, C. (2025). Teacher Retention in High-Poverty Urban Schools: The Role of Empowerment, Leadership, and Collaboration. Education and Urban Society, 1(21). https://doi.org/10.1177/00131245251318318
García, P. (2021). Las condiciones laborales y el desempeño docente. Revista Iberoamericana de Educación, 63(1).
Hao, D. (2024). An empirical study on the relationship between emotional labor and work performance among university teachers. Frontiers in Psychology, 15(10). https://doi.org/10.3389/fpsyg.2024.1470436
Ibarra, M., Rojas, L., & Ganchozo, E. (2019). Condiciones sociolaborales y estado de salud en docentes. Redieluz, 9(1), 42–54.
Johnson, S., Kraft, M., & Papay, J. (2012). How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement. Teachers College Record, 114(100306), 39.
Martínez, S., Ramírez, L., & Martín, M. (2023). Exigencias laborales y daños en la salud en dos universidades Latinoamericanas: México y Argentina. Revista de La Facultad de Ciencias Económicas, 31(2), 144–160. https://doi.org/10.30972/rfce.3127159
Mérida, S., Sánchez, N., & Extremera, N. (2022). Retención docente a través de la teoría de demandas y recursos laborales. Educacion XX1, 25(2), 151–171. https://doi.org/10.5944/educxx1.31901
Nuñez, A. (2020). Deserción y retención: retos en la educación superior. Revista Científica Retos de La Ciencia, 4(9). https://doi.org/10.53877/rc.4.9.20200701.02
Quezada, M. del P., Castro, M. del P., Dios, C., & Quezada, G. (2021). Condiciones laborales en la educación universitaria peruana: Virtualización ante la pandemia COVID -19. Revista Venezolana de Gerencia, 26(95).
Ramos, C., & Roque, R. (2021). La influencia docente y el rendimiento académico en estudiantes de una Universidad Pública Mexicana. Revista Dilemas Contemporáneos: Educación, Política y Valores., 8.
Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T., & Väisänen, P. (2020). Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions. Social Psychology of Education, 23(4), 837–859. https://doi.org/10.1007/s11218-020-09567-x
Reyna, V., Salazar, G., & Macias, D. (2022). Impacto del estrés en las actividades laborales del docente universitario: caso IES de Manabí – Ecuador. Journal Business Sciense, 3.
Ruiz Chota, L. M., & Danielli Rocca, J. J. (2024). Desempeño docente y calidad educativa universitaria: Revisión sistemática. Horizontes. Revista de Investigación En Ciencias de La Educación, 8(32), 1–17. https://doi.org/10.33996/revistahorizontes.v8i32.728
Samih, M., & Solomon, D. (2024). The Impact of School Leadership Support on Teacher Retention: A Study among School Leaders and Teacher*. International Journal of Educational Administration and Leadership: Theory and Practice, 3(1), 1–15. https://doi.org/10.52380/ijedal.2024.3.1.26
Soto, G. (2024). Ventajas y desventajas del uso de plataformas virtuales para profesores y estudiantes universitarios. Revista Docencia Universitaria, 5(1), 1–18. https://doi.org/10.46954/revistadusac.v5i1.70
Tran, H., & Smith, D. A. (2020). Designing an Employee Experience Approach to Teacher Retention in Hard-to-Staff Schools. NASSP Bulletin, 104(2), 85–109. https://doi.org/10.1177/0192636520927092
Veloz, M. de las N., González, M. de la C., & Pérez, L. (2023). Exploración Interdisciplinaria sobre el Impacto del Estrés Laboral en la Vida de los Docentes. Rehabilitacion Interdisciplinaria, 3(8), 57. https://doi.org/10.56294/ri202357
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.