Engagement en docentes de educación superior

Joffre Vicente Sarmiento Chase; Karina Alexandra Castillo Castillo; Pedro Alexis Jaramillo Quezada

doi:10.37431/conectividad.v6i3.306

Authors

Joffre Vicente Sarmiento Chase Instituto Superior Tecnológico Sudamericano https://orcid.org/0009-0004-1582-7905
Karina Alexandra Castillo Castillo Instituto Superior Tecnológico Sudamericano https://orcid.org/0000-0002-3912-7565
Pedro Alexis Jaramillo Quezada Instituto Superior Tecnológico Sudamericano https://orcid.org/0009-0009-2910-259X

DOI:

https://doi.org/10.37431/conectividad.v6i3.306

Keywords:

Workplace engagement, Workplace commitment, Higher education, Workplace well-being, UWES

Abstract

The analysis of engagement among higher education faculty in Ecuador is the objective of this research, given the relevance of the level of commitment individuals have in effectively carrying out their activities and the results achieved in their teaching duties. This study is based on the theory of work engagement, which analyzes three dimensions: vigor, dedication, and resilience, determining factors in teaching performance. The Utrecht Work Engagement Scale (UWES) is used as a research technique and a sample of 211 faculty members from different universities and higher technological institutes. The results demonstrate that educators with high levels of commitment, motivation, and satisfaction are efficient and generate increases in work productivity, while unfavorable professional conditions, emotional exhaustion, and demotivation negatively influence faculty performance and the quality of education. Work engagement is a decisive factor for the success of higher education institutions as it influences the retention of human talent, innovation, and employee well-being. Therefore, organizations must develop strategies that contribute to increasing and fostering engagement.

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