Tendencias y resultados hallazgos sobre clima organizacional en el ámbito educativo: una revisión sistemática
Tendencias y resultados hallazgos sobre clima organizacional en el ámbito educativo: una revisión sistemáticaContenido principal del artículo
Contexto: El clima organizacional en las instituciones educativas es un factor clave para el funcionamiento escolar y el bienestar de los actores educativos, influyendo en la calidad de los procesos de enseñanza y aprendizaje. Objetivo: Analizar la relación entre el clima organizacional, los estilos de liderazgo educativo y los resultados docentes en instituciones de educación básica, media y superior. Metodología: Se realizó una revisión sistemática en las bases de datos Scopus, SciELO, Web of Science y ERIC, considerando estudios publicados entre 2015 y 2025. Se incluyeron 28 estudios empíricos que cumplieron los criterios de elegibilidad. La calidad de la evidencia fue evaluada mediante el sistema GRADE. Resultados: Los hallazgos muestran que el liderazgo transformacional y distribuido se asocian positivamente con un clima organizacional favorable. Asimismo, el clima organizacional predice significativamente la satisfacción laboral, la autoeficacia docente, el bienestar y la ciudadanía organizacional. Se identificó que la autoeficacia y el compromiso docente actúan como mediadores clave entre el clima organizacional y los resultados docentes. La certeza de la evidencia varió entre baja y moderada. Conclusiones: El clima organizacional funciona como un elemento articulador entre el liderazgo educativo y los resultados docentes. Se recomienda fortalecer los programas de desarrollo directivo y las políticas institucionales orientadas a mejorar el clima escolar, con el fin de potenciar el bienestar y desempeño del profesorado.
Background: Organizational climate in educational institutions is a pivotal factor for school functioning and stakeholder well-being, significantly influencing the quality of teaching and learning processes. Objective: This study aims to examine the relationship between organizational climate, educational leadership styles, and teacher outcomes across primary, secondary, and higher education institutions. Methodology: A systematic review was conducted using Scopus, SciELO, Web of Science, and ERIC databases, encompassing empirical studies published between 2015 and 2025. Twenty-eight studies met the eligibility criteria. The quality of evidence was assessed using the GRADE (Grading of Recommendations Assessment, Development, and Evaluation) approach. Results: Findings indicate that transformational and distributed leadership are positively associated with a favorable organizational climate. Furthermore, organizational climate serves as a significant predictor of job satisfaction, teacher self-efficacy, well-being, and organizational citizenship behavior. Teacher self-efficacy and commitment were identified as key mediators between organizational climate and teacher outcomes. The certainty of the evidence ranged from low to moderate. Conclusions: Organizational climate functions as a critical link between educational leadership and teacher outcomes. The study recommends strengthening leadership development programs and institutional policies aimed at enhancing school climate to foster faculty well-being and performance.
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