Relationship between motivation and satisfaction with the commitment of university teachers in the mathematics education program: contributions to the climate from the management of organizational health

Abstract

Introduction: the study highlighted the relevance of the relationship between organizational climate management and the mental health of collaborators, as well as its connection to the success of educational organizations. Objective: the research aimed to relate the psychological variables of organizational climate among teachers in a mathematics education program at a Chilean university. Method: A quantitative approach and a non-experimental, cross-sectional design were used. The sample consisted of 27 teachers, equivalent to 85 % of the total faculty in the program. Data collection was conducted through a validated Likert-type survey, and Cronbach’s Alpha coefficient was used to measure reliability, obtaining a value of 0,894, indicating high reliability. Results: the results showed a positive and significant correlation between the variables studied, with the exception of commitment and management. Thus, motivation, satisfaction, and commitment predict the organizational climate. The multiple linear regression analysis suggested that these variables directly influence teachers’ perception of the organizational climate and their commitment. Conclusions: in conclusion, the study emphasizes the importance of commitment management in promoting a positive climate in educational institutions, which is crucial for teachers’ psycho-emotional stability and the achievement of educational goals. The findings are relevant for understanding the relationship between organizational climate and teacher performance in the context of higher education.