Preservado en Zenodo: DOI: https://doi.org/10.5=
281/zenodo.13769147
Los autores son los responsabl=
es de
las informaciones de este artículo
Educational
hierarchy and pedagogical-productive management in university faculty
Ju=
ly
Canela Copa Pérez1:
https://orcid.org/0000-0003-2448-1411 =
Gladys Espinoza Vásquez 2 https://orcid.org/0000-0002-1333-5614
Juan Carlos Ramírez Vicente3:
Víctor Hugo Rojas Fernández4: <=
span
style=3D'mso-spacerun:yes'> https://orcid.org/0009-0=
003-7730-5646 =
Ruby Esmeralda Silva Herrera*1: https://orcid.org/0000-0002-=
4193-9589 =
Luz Karen Flores Pérez5: https://orcid.org/0009-0006-=
5801-7691 =
1Universidad César Vallejo, Perú.
2=
Universidad Nacional del Callao, Perú
3Universidad San Juan Bautista, Perú
4Ministerio de Educación del Perú, Perú
5Universidad Nacional Mayor de San Marcos, =
Perú
Contacto
para correspondencia*: resilvas@=
ucvvirtual.edu.pe, certifican@gmail.com
Recibido: 05/09/2023 Aprobado: 25/11/2023 Publicado: 09/02/2024
Abstract Educational hierarchy and Pedagogical-Productive Management (P-P.M.)=
in
teachers are important, it is relevant to determine the minor links in orde=
r to
know what is the pending task. The objective was to determine the relations=
hip
between dimensions of educational hierarchy and P-P-Management. The sample
consisted of 30 teachers from different faculties corresponding to three pu=
blic
universities in Lima-Peru. The results were obtained by measuring the
correlations with Spearman's Rho. The correlations with the Transcendence
dimension (with universalism and benevolence indicators) are the lowest, be=
ing
a pending task for educational managers and administrators. It was concluded
that the majority of Spearman's Rho correlations are slightly higher than t=
he
intermediate level of 0.5; the highest was 0.77 for Conservation with Perso=
nal
promotion; followed by 0.73 between Conservation with Openness to change; b=
oth
values being with Conservation when using indicators: security, conformity =
and
tradition. =
=
Key words: Educational hierarchy,
pedagogical management, productive management, university teachers.
Jerarquía educativa y
Gestión pedagógica-productiva en docentes universitarios
Resumen La Jerarquía educativa y la Gestión Pedagógica-Productiva (G.P-P) en
docentes son importantes, es relevante determinar las menores vinculaciones para saber cuál es la tar=
ea
pendiente. El objetivo fue determinar la relación entre dimensiones de la
jerarquía educativa con la G.P-P. La muestra estuvo conformada por 30 docen=
tes
de diferentes facultades correspondientes a tres universidades públicas de
Lima-Perú. Los resultados se
obtuvieron al medir las correlaciones con Rho de Spearman. Las correlaciones
con la dimensión Trascendencia (con indicadores universalismo y benevolenci=
a)
son las menores, siendo una labor pendiente para los jerarcas y gestores
educativos. Se concluyó que la mayoría de correlaciones de Rho de Spearman =
son
ligeramente superiores al nivel intermedio de 0.5; la mayor fue de 0.77 par=
a la
Conservación con la Promoción personal; seguido de 0.73 entre la Conservaci=
ón
con la Apertura al cambio; siendo ambos valores con la Conservación al
emplear indicadores: seguridad,
conformidad y tradición. =
Palabras claves: Jerarquía educativa, gestión pedagógica, gestión productiva, =
docentes universitarios
Hierarquia educacional e
gestão pedagógico-produtiva em professores universitários
Resumo A hierarquia educacional e a Gestão Pedagógico-Produtiva (GPP) em
professores são importantes, sendo relevante determinar os vínculos menores
para saber qual é a tarefa pendente. O objetivo foi determinar a relação en=
tre
as dimensões da hierarquia educacional e a P-P-M. A amostra consistiu em 30
professores de diferentes faculdades correspondentes a três universidades
públicas de Lima, Peru. Os resultados foram obtidos medindo-se as correlaçõ=
es
com o Rho de Spearman. As correlações com a dimensão Transcendência (com
indicadores de universalismo e benevolência) são as mais baixas, sendo uma
tarefa pendente para gerentes e administradores educacionais. Concluiu-se q=
ue a
maioria das correlações Spearman's Rho é ligeiramente superior ao nível
intermediário de 0,5; a mais alta foi de 0,77 para Conservação com Promoção
Pessoal; seguida de 0,73 entre Conservação com Abertura a mudanças; ambos os
valores estão com Conservação quando se usam os indicadores: segurança,
conformidade e tradição. =
=
Palavras-chave: Hierarq=
uia
educacional, gestão pedagógica, gestão produtiva, professores universitário=
s.
I. Introduction
In the
current context of education, a series of changes have been made to respond=
to
the deficiencies and demands of the globalized universe; while it is true t=
hat
both the educational hierarchy and the pedagogical-productive management in
teachers are important, it is relevant to determine the specific dimensions
that have the greatest connection, as well as to determine those with the l=
east
connection in order to know what the pending task is; with respect to such
dimensions according to the appreciation of university teachers.
The
educational hierarchy and pedagogical-productive management in university
teachers are facing a series of institutional problems because teachers are
immersed in abundant protocol activities and coordination meetings on
accreditations, university licensing, leaving the productive capacity
relegated; It is necessary to complement pedagogical management with learni=
ng
activities related to productive activities with students, because pedagogi=
cal
activities must be strengthened with productive activities, both academic a=
nd
contributions that imply the production of viable solutions and alternative=
s to
the problems of society, as well as producing tangible goods, to the extent
that they adjust or adapt to the preparation and training of each student or
the faculty to which they belong; considering that it must be production th=
at
solves the student's socioeconomic level in real situations and not just
simulations of solutions.
Pedag=
ogical-productive
management is a fundamental task for university teachers. This management
allows improving the quality of learning, increasing student motivation,
optimizing teacher time, promoting research and innovation, and promoting
collaboration between teachers.
Allus=
ions
to productivity
Joy
(2009) mentions that productivity refers to the generation of knowledge use=
ful
to society, which translates into technological, socioeconomic or similar
innovations
Martí=
nez
and Coronado (2003): It covers the production of scientific articles, books,
book chapters, conference presentations, research reports, doctoral theses,
etc.
Aceve=
do
et al. (2016): It includes publications in indexed journals, books with ISB=
N,
book chapters, conference presentations, awards and distinctions, and
participation as a postgraduate thesis advisor.
Gordi=
llo
et al. (2020): It refers to the production of scientific articles, books, b=
ook
chapters, conference presentations, research reports, doctoral theses, teac=
hing
materials, educational software, etc., as a result of research and teaching=
.
Related research
Buela – Casal, G. and López, W. (2005) refer to
productivity, in connection with cultural aspects, and aspects that contrib=
ute
to the development of society, providing alternatives to the problems and n=
eeds
of the population, also contributing to the prestige of the university
Bravo (2017) Qualitative study with a sample of 16
people from an educational institution in Chile. The director of the high
school has competencies as a pedagogical leader in the development of the
institutional educational project management document.
Islands (2018), with a qualitative study with a sa=
mple
of 20 teachers from an educational institution in Mexico. The objective is =
to
examine conflicts and inconsistencies of the teachers who carry out their
pedagogical management to apply the competency model in zone 50 of Tlalpan.=
The
main conclusions are:
The teachers had difficulties in applying the
competency model due to lack of training and updating. There were differenc=
es
in teacher performance between those who did interpret the model and those =
who did
not; Acosta (2017) Mixed study with a sample of 58 teachers, 3 managers and=
50
students from an educational institution in Colombia. The objective is to t=
est
the leadership preparation exercised in the San Luis Gonzaga educational
institution with a view to optimizing learning excellence. The main conclus=
ions
are:
The director exercises transformational leadership,
The director is well regarded by teachers and students. The institutional
climate is generally positive, but there is a good percentage of displeasure
regarding interpersonal relationships.
Lermo (2018), quantitative study with a sample of =
70
teachers from an educational institution in Peru. The objective is to estab=
lish
the relationship between managerial leadership and organizational commitmen=
t.
The main conclusions are: There is a moderate to medium positive relationsh=
ip
between the hierarchy that gives rise to managerial leadership and
organizational commitment.
There is a moderate to medium relationship between=
the
establishment of goals and expectations and organizational commitment. Léva=
no
(2018) Quantitative study with a sample of 66 teachers from an educational
institution in Peru. The main conclusions are: There is a significant
relationship between pedagogical management and job satisfaction of teacher=
s.
Pedagogical management is significantly related to
satisfaction with supervision, identification with the organization, work
itself and the physical environment.
Huamán (2018) Quantitative study with a sample of =
200
people from an educational institution in Peru. The objective is to establi=
sh
the relationship between management and student learning. The main conclusi=
ons
were: There is a highly significant relationship between management and stu=
dent
learning. There is a significant relationship between management leadership=
and
administrative management.
II.
Methodological
The research was developed with a quantitative
approach, with a non-experimental cross-sectional design. This research is =
of a
descriptive correlational scope and was developed with some teachers from
Peruvian universities, where the dimensions of the first variable (Educatio=
nal
hierarchy) are related to the second variable (Pedagogical-productive
management in teachers) to determine the existence of a relationship between
them.
The sampling was non-probabilistic by convenience.=
The
sample for the present study consisted of 30 teachers from different facult=
ies
corresponding to three public universities in Lima-Peru: 12 teachers from t=
he
university with the largest number of faculties and nine teachers from each=
of
the two universities with an intermediate number of faculties, surveyed dur=
ing
the year 2022.
The questionnaires were adapted according to the
format of Quispe, R. (2022); to measure the coherence of the questionnaires,
expert judgment was applied with approvals of 95% and 97%, for each variable
mentioned in the respective order:
2.1. Pedagogical hierarchy, which was measured from
the perspective of the hierarchy of human values indicated by
Abella V, Lezcano F & Casado R (2017) alluding to Schwartz (1992) in a
study of the hierarchy of values in youth, said questionnaire=
was
adequate, and its reliability of Cronbach's Alpha of 0.89 was determined; so
that it was enabled to measure the educational hierarchy, with respect to
values. All these relationships were synthesized into four types of values:=
Transcendence: universalism and benevolence.
Personal promotion: power and achievement.
Conservation: security, conformity and tradition.<= o:p>
Openness to change: stimulation and individuality.
2.2. Pedagogical-produc=
tive
management; measured with questions developed based on five dimensions
expressed by Álvarez J, Naranjo F, Silva N, & Maldonado Gudiño C. (2021=
) in
their research used to measure the Relationship between pedagogical managem=
ent
and student motivation for entrepreneurial activity in an entrepreneurship
program in students of the Systems Engineering degree at a University in
Ecuador; said questionnaire was adequate, and its Cronbach's Alpha reliabil=
ity
of 0.87 was determined
The results were obtain=
ed
by measuring the correlations between variables and it was done using
Spearman's Rho statistic; obtained by linking Pedagogical-productive manage=
ment
in university teachers with the types of pedagogical hierarchy, considering=
the
relevance of the last variable; also the link between said dimensions, as s=
hown
in Table 1. of the Results section; showing the contrast of the four
alternative hypotheses (one for each dimension of the educational hierarchy=
):
H1: There is a direct
relationship between Transcendence and Pedagogical-productive Management in
university teachers during the year 2022
H2: There is a direct
relationship between Personal Promotion and Pedagogical-productive Manageme=
nt
in university teachers during the year 2022
H3: There is a direct
relationship between Conservation and Pedagogical-productive Management in
university teachers during the year 2022
H4: There is a direct
relationship between Openness to change and Pedagogical-productive Manageme=
nt
in university teachers during the year 2022
III.
Results
Table 1. Correlations b=
etween
the dimensions of the Educational Hierarchy with Pedagogical-Productive
Management (P-P.M.) in university teachers during the year 2022
|
|
Tra=
nscendence
|
Per=
sonal
promotion |
Con=
servation |
Ope=
nness
to change |
P-P=
.M. |
|
Tra=
nscendence
|
1 |
|
|
|
|
|
Per=
sonal
promotion |
0.46 |
1 |
|
|
|
|
Con=
servation |
0.62 |
0.77 |
1 |
|
|
|
Ope=
nness
to change |
0.58 |
0.58 |
0.73 |
1 |
|
|
P-P=
.M. |
0.49 |
0.73 |
0.65 |
0.72 |
1 |
Source: Own elaboration, prepa=
red
with collected data
The results show that t=
hey
are significant correlations because they are less than 0.05. The correlati=
on
values are positive, that is, all alternative hypotheses are
accepted and the correlations are direct because they are positive. One of =
the
highest Spearman's Rho values of 0.73 was obtained for the
correlation between Personal Promotion with Pedagogical-Productive Manageme=
nt
(P-P Management).
Only two correlations
referring to the Transcendence dimension (with the universalism and benevol=
ence
indicators) of the Educational Hierarchy are Spearman's Rho correlations le=
ss
than 0.5. The lowest of all (0.46) between Transcendence with Personal
Promotion; That is to say, they are the dimensions in which those responsib=
le
for the Educational Hierarchy and the Pedagogical-productive Management in
university teachers have to emphasize to raise the level of said correlatio=
n,
that is, they will have to work on the indicators of Transcendence
(universalism and benevolence) which may have repercussions on the other
correlations, being a pending task in the hierarchy positions and the
pedagogical-productive management in teachers in university teachers in Per=
u.
IV.
Discussion
They were obtained by measuring the correlations with the Spearman Rho statistician. The correlat= ions with the Transcendence dimension (with the universalism and benevolence indicators) are the lowest, being a pending task for the hierarchs. In cont= rast to the present study, because the work is around the user, there is the stu= dy by Vásquez & Juárez-Gutierrez (2022) who consider the importance of considering the user's satisfaction with respect to the services received.<= o:p>
It was concluded that m=
ost
of the Spearman's Rho correlations are slightly higher than the intermediate
level of 0.5; the highest was 0.77 for Conservation with Personal Promotion;
followed by 0.73 between Conservation with Openness to change; both values
with Conservation when using indicators: securi=
ty,
conformity and tradition
The results are linked =
to
the research of Lermo (2018), a quantitative study with a sample of 70 teac=
hers
from an educational institution in Peru finding that There is a moderate to
medium positive relationship between the hierarchy that gives rise to direc=
tive
leadership and organizational commitment and with the studies of Lévano (20=
18)
for being a quantitative study with a sample of 66 teachers from an educati=
onal
institution in Peru, determining that there is a significant relationship
between pedagogical management and job satisfaction of teachers; It is also
linked to the studies on Administrative Management and Teaching Practice in=
a
public Educational Institution as mentioned by Fernández (2021)
The present study of
Educational Hierarchy and Pedagogical-productive Management in universities,
during the year 2022, for which it will also be necessary to use strategies=
to
communicate their messages in the pedagogical-productive field to favor the
institutional image as indicated by Silva Herrera, R. et al., (2023). This
alternative is transcendental to consider the work of education professiona=
ls,
promoting an ideal university climate and the participation of the Universi=
ty.
The result of the correlation coefficient carried out is verified, allowing=
to
establish a relationship between Educational Hierarchy and
pedagogical-productive management in universities, 2022.
In this research work i=
t is
argued that the educational hierarchy should have an impact on universities=
, considering
the Educational Hierarchy as that which has the capacity to direct and guide
its group towards goals and achievements that facilitate raising student
learning. It will also serve to accompany teachers and promote values
that strengthen and empower education professionals in their
performance, seeking to improve learning achievement and therefore offer a
quality education that includes and engages parents that transcends the
educational community, through viable, useful and productive university pro=
jects,
in addition to ensuring that university productivity is at an academic leve=
l;
considering for the educational hierarchy the relevance of Emotional Balance
and resolution strategies in personnel according to Paucar, Torres &
Montejo (2021)
V.
Conclusions
It was concluded that most
Spearman's Rho correlations are slightly higher than the intermediate level=
of
0.5; the highest value for the Spearman's Rho correlation is 0.77 for
Conservation with Personal Promotion; followed by the correlation of 0.73
between Conservation with Openness to change; both being values
with Conservation when using indicators: security, conformity=
and
tradition
References
Abella V, Lezcano F &am=
p;
Casado R (2017). Evaluation of Schwartz's hierarchy of human values
in adolescence: gender differences and educational implicatio=
ns
Retrieved from: https://doi.org/10.1590/S1413-24782017226807
Acosta, C.(2017).
Leadership Styles in the Management of the Technical Educational Institution
San Luis Gonzaga del Espinal University of Tolima Colombia (Master's thesis=
).
Álvarez J, Naranjo F, S=
ilva
N, & Maldonado Gudiño C. (2021). Relationship between pedagogical
management and student motivation for entrepreneurial activity:
entrepreneurship course in students of the Systems Engineering degree at
Uniandes, Ecuador. Revista Universidad y Sociedad, 13(4), 207-217. Epub Aug=
ust
2, 2021. Retrieved January 15, 2023, from
http://scielo.sld.cu/scielo.php?script=3Dsci_arttext&pid=3DS2218-362020=
21000400207&lng=3Des&tlng=3Des.
Bolívar, A. (2010). How=
does
a pedagogical and distributed leadership improve academic achievements? Mag=
is,
International Journal of Research in Education, 3(5), 79-106. Retrieved fro=
m:
file:///C:/Documents%20and%20Settings/ADM/Mis%20documentos/Downlo
ads/Dialnet-ComoUnLiderazgoPedagogicoYDistribuido MejoraLosLogr-
3667779%20(1).pdf
Bolívar, A. (1997).
Leadership, improvement and educational centers. In A. Medina (Coord.):
Leadership in education. (pp. 25-46). Madrid, Spain: UNED. Retrieved from:
http://www.textosescolares.cl/usuarios/convivencia_escolar/doc/201103070
200190.U%20de%20Granada.Liderazgo_Mejora_y_Centros_Educativos.pdf f
Bolivar, A. (2016). Tex=
t of
the Conference at the VI International Congress on Management of Educational
Centers. Published in A. Villa (ed.). Pedagogical Leadership in educational
centers: Competencies of management teams, teachers and counselors. Bilbao:
University of Deusto and Ediciones Mensajero, pp. 145-177. ISBN 978-
Bolívar, A. (1997).
Leadership, improvement and educational centers. In A. Medina (Coord.):
Leadership in education. (pp. 25-46). Madrid
Bravo, P.(2017).
Pedagogical Leadership of the Principal and Good Practices of School Manage=
ment
in a Municipal School of the VI Region. Pontifical Catholic University of
Chile. (Master's thesis).
Buela – Casal, G. and
López, W. (2005). Evaluation of Ibero-American scientific journals of
psychology. Initiatives and current status. Latin American Journal of
Psychology, 37(1), 211-217. 51
Elmore, R.F. (2008).
Leadership as the practice of improvement. In Pont, B., D. Nusche and D.
Hopkins (Eds.), Improving school leadership (pp. 37-68). Paris: OECD.
Elmore, R. (2010). Improving the school from the classroom. Santiago de Chile: Fundación de Ch= ile. Retrieved from: https://fch.cl/wp-content/uploads/2012/08/Libro_Elmore.pdf<= o:p>
Fernández, V. H. R. (20=
21).
La Gestión administrativa y práctica docente en una
Institución Educativa pública. GESTIONES (Administrative management and
teaching practice in a public educational institution. GESTIONES) 1(1).
https://gestiones.pe/index.php/revista/article/view/15
Freire.S, Miranda.A (2014). Investigación El rol del dire=
ctor
en la escuela: el liderazgo pedagó=
gico y
sus incidencias obre el rendimiento académico . Lima GRADE
. Hernández, R. et al, (2010). Metodología de la Investigación. Macg=
raw-Hill Interamericana. (5ª ed.). México.
Gordillo, J., Sánchez, Y., Terrones, A., & Cruz, M.
(2020). La productividad académica en las instituciones de educación superi=
or
en México: De la teoría a la práctica. Scielo, 8(3).
https://doi.org/10.20511/pyr2020.v8n3.441
Hernández, S., Fernández, C. y Baptista, P. (2010).
Metodología de la Investigación. (5ª
ed.). México: McGraw-Hill.
Hernández, R., Fernández, C. y Baptista, P. (2014).
Metodología de la investigación. (6°
ed.). México: Mc Graw-Hill Educación.
Hernández Sampieri, R. y otros (2010). Metodología de la
investigación. Quinta edición. México: McGraw-Hill.
Huamán. C, (2018). El liderazgo pedagógico directoral y la
gestión de los aprendizajes Los
estudiantes de la institución educativa Nro. 24073 Luis Alfaro Calle de Luis Alfaro Calle de Andamarca – Luc=
anas
Región Ayacucho (Tesis de Maestría) universidad nacional de educación Enriq=
ue
Guzmán y Valle Lima
Islas, H.(2015 )Gestión Pedagógica Basado en el Modelo de
Competencias en el Ejercicio profesional de las educado=
ras en
la zona escolar 50 delegaciones. Tlalpan (Tesis de maestría) Universidad
Pedagógica Nacional unidad 096 D.F.
Norte México. Lermo, S. (2018) El
liderazgo pedagógico del director y el compromiso organizacional en la
Institución Educativa Enrique Guzmán y Valle, Los Olivos – 2018
Universidad Cesar Vallejo (Tesis de maestría) Lima.
Joy, S. (2009). ¿Qué debo hacer y cómo debo hacerlo?:
productividad académica de los psicólogos académicos. Boletín de psicología,
(97), 93–116. Recuperado de https://www.uv.es/seoane/boletin/previos/N97-6.=
pdf
Lévano, Y.(2018 ) Gestión pedagógica y satisfacción labor=
al
de docentes de la institución EducativaN°6059”sagrado Corazón de Jesús” Vil=
la
María del Triunfo – 2018 (Maestrí=
a)
Lima.
Leithwood, Kenneth (1994). “Liderazgo para la
reestructuración de las escuelas”, en
Revista de Educación, 304. Madrid, España. Pp. 31-60. Ley Orgánica
2/2006, 3 de mayo, de Educación, (=
BOE
4/5/2006)
Leithwood, K. (1994). Leadership for school restructuring.
Educational Administration Quarter=
ly,
30(4), 498-518.
Leithwood, K. (2009). ¿Cómo liderar nuestras escuelas?
Aportes desde la investigación. Sa=
ntiago
de Chile, Chile: Fundación Chile.
Leithwood, K. & Jantzi, D. (2006). Transformational
school leadership for large- scale
reform: Effects on students, teachers, and their classroom practices.
School. Effectiveness & School
Improvement, 17(2), 201-227.
Luque, R.(2018)
Liderazgo directivo y desempeño docente en una institución
educativa Primaria Callao-2018 Un=
iversidad
Cesar Vallejo (Tesis de maestría) Lima.
Martínez, M., & Coronado, G. (2003). Indicadores para=
la
evaluación integral de la productividad académica en la educación superior.
RELIEVE - Revista Electronica de Investigacion y Evaluacion Educativa, 9(1),
45–72. Recuperado de https://www.uv.es/RELIEVE/v9n1/RELIEVEv9n1_2
Ministerio de Educación del Perú (2014). Marco de Buen
Desempeño del Directivo. Lima: MIN=
EDU.
Paucar, E. Z. G., Torres, N. A. C., & Montejo, C. V.
(2021). El Equilibrio emocional y estrategias de resolución en el personal =
de
una municipalidad. GESTIONES (Emotional balance and coping strategies in the
staff of a municipality. MANAGEMENT) 1(1), 1-10.
https://gestiones.pe/index.php/revista/article/view/GESTIONES_2021
Quispe, R. L. R. (2022). Propuesta de cuestionario sobre
desempeño laboral e interrelaciones humanas administrado por el personal
directivo de una Universidad. GESTIONES,( =
Proposal for a questionnaire on work performance and human
interrelations administered by the management of a university. MANAGEMENT)
1(1). https://gestiones.pe/index.php/revista/article/view/9
Schwartz, S. H. Universals in the content and structure of
values: theory and empirical tests in 20 countries. Advances in Experimental
Social Psychology, New York: Academic Press, v. 25, p. 1-65, 1992. https://books.google.com=
.pe/books?hl=3Den&lr=3D&id=3Dz9vHEy0osBAC&oi=3Dfnd&pg=3DPA1=
&ots=3DPjpxk0gZbD&sig=3DdpnPaFSp7WwPCJFCGDjwl0-mvK8&redir_esc=
=3Dy#v=3Donepage&q&f=3Dfalse
Silva Herrera, R. E., Bustamante de Ordinola, M. del P.,
Gonzales Ttito, Y. M., & Soplapuco-Montalvo, J. P. (2023). Aproximación=
a
propuesta de estrategias innovadoras para mejorar la imagen institucional
(Approach to the proposal of innovative strategies to improve institutional
image): https://doi.org/10.5281/zenodo.13763878. GESTIONES, 3(1), 1–10.
Recuperado a partir de https://gestiones.pe/ind=
ex.php/revista/article/view/49
Vásquez, G. E., & Juárez-Gutierrez, R. E. (2022). El
Clima organizacional y satisfacción del usuario al recibir atención en una
municipalidad (The organizational climate and user satisfaction in a
municipality). GESTIONES, 2(1), 1-11. https://gestiones.pe/ind=
ex.php/revista/article/view/42
Conflict of interest: The authors declare that they ha=
ve
no conflict of interest.
Author contributions: All co-authors have contributed =
to
this article.
Research funding: With own resources.
Declaration of interest: The auth=
or
declares that he has no conflict of interest that may have influenced the
results obtained or the proposed interpretations.
Declaration of informed consent:
Usability: This text is licensed under the
Creative Commons Attribution 4.0 International License (CC BY 4.0)
You are free to share, copy, and redistribute the
material in any medium or format and adapt, remix, transform, and build upon
the material for any purpose, even commercially, as long as you meet the
attribution condition: You must give appropriate credit to a work, provide a
link to the license, and indicate if changes were made. You may do so in any
reasonable way, but not in any way that suggests that you have the licensor=
's
endorsement of or are receiving any endorsement from your use.
Vol.4
Núm.1(2024), GESTIONES - Revista Avanzada=
© Investig=
ación
de Estudios
Avanzados ISSN: 3028-9408
https://gestiones.pe/index.php/revista