Browsing by Author "Zamora Poblete, Guillermo"

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    ¿Cuán reconocidos como autoridad se sienten los profesores principiantes y a qué factores lo atribuyen?
    (2020) Zamora Poblete, Guillermo; Meza Pardo, Marisa Edith; Cox Vial, Pilar
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    Organizational commitment of chilean teachers and their relationship to intention to remain in their schools
    (FOUNDATION ADVANCEMENT PSYCHOLOGY, 2009) Zamora Poblete, Guillermo
    The present study examines the relation between organizational commitment that teachers establish with their schools and intend to remain there. Organizational commitments are weighed using the multidimensional model proposed by Allen and Meyer (1990) and Meyer, Allen and Smith (1993). This model characterizes three types of commitments: affective, calculated and normative. The explanatory efficacy of each commitment on intended permanence of teachers in establishments is identified by means of a logistic regression technique. Likewise, diverse combinations between commitments are compared to provide the most comprehensive model. Five hundred and thirty nine 1st - 8th grade teachers working in public municipal, sponsored- private and private schools from Santiago are surveyed. In general, results indicate that affective commitments best account for intended permanence. However, it is necessary for a better adjustment to integrate normative aspects to this dimension. On the other hand, though calculated commitment is also relevant, its explanatory efficacy is significantly less than the affective one.
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    Teacher authority in schools in underprivileged sectors in Santiago, Chile
    (INST EUROPEO INCIATIVAS EDUCATIVAS, 2010) Zamora Poblete, Guillermo; Zeron Rodriguez, Ana Maria
    Teacher authority in schools in underprivileged sectors in Santiago, Chile
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    Where Does the Authority of Chilean Teachers Comes from? Analysis from the Perspectives of Students
    (PONTIFICIA UNIV JAVERIANA, FAC ESTUDIOS AMBIENTALES & RURALES, 2015) Zamora Poblete, Guillermo; Meza Pardo, Marisa; Cox Vial, Pilar
    Currently, teacher's authority rests not only in the school; it also needs to be built by the teacher and recognized by their students. The present study aims to characterize the teachers with more authority, based on the perspectives of high school students from different socioeconomic groups. Information is collected through a questionnaire administered to 936 young people from the city of Santiago de Chile. Results indicate that teachers recognized for their authority are those teaching a knowledge highly valued, they are respectful and proactive.