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espanolEl presente articulo analiza las vivencias de 44 docentes de la Subjefatura de Atencion al Rezago Educativo (SARE), en Durango (Mexico), con respecto a la Reforma Educativa implementada por el gobierno de Mexico en 2013 y las consecuencias que tuvo durante el sexenio posterior, ya que al implantar la Evaluacion Docente, hubo muchas protestas y malestar entre el profesorado. La investigacion se trabajo bajo un enfoque cuantitativo, para ello se usaron dos variables de medida, motivacion y emociones, a traves de la aplicacion de un cuestionario de satisfaccion laboral del personal docente e investigador, e incluye el tema de las emociones que mide los valores y preocupaciones del profesorado. La informacion recabada del cuestionario se trabajo de manera estadistica y se determino el indice de confiabilidad de Cronbach para validar la informacion. Los resultados muestran que los factores como comunicacion, sueldo, condiciones de trabajo, etc. son satisfactorias. Tambien se encuentran de acuerdo con la evaluacion docente, y opinan que sirve para elevar la calidad en la educacion, pero no confian del todo en las autoridades educativas EnglishThis article analyzes the experiences of 44 teachers at the Sub-headquarters of Educational Gap Care (SARE), in Durango (Mexico), with respect to the Educational Reform implemented by the government of Mexico in 2013 and the consequences it had during the following six years, since when the Teacher Evaluation was implemented, there were many protests and unrest among teachers. The research was worked under a quantitative approach, using two measurement variables, motivation and emotions, through the application of a questionnaire of job satisfaction of teachers and researchers, and includes the issue of emotions that measures the values and concerns of teachers. The information obtained from the questionnaire was worked on statistically and the Cronbach reliability index was determined to validate the information. The results show that factors such as communication, salary, working conditions, etc. are satisfactory. They also agree with the teacher evaluation, and believe that it serves to raise the quality of education, but they do not trust the education authorities completely. |
