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com

ScienceDirect
Procedia - Social and Behavioral Sciences 191 (2015) 2835 – 2843

WCES 2014

Well-Being Labor Teaching In The Educational Public Sector Of

Barranquilla - Colombia
Omar Fernando Cortés Peñaa*
a
Faculty of Psychology, Editor of Cultura Educación Sociedad – CES Journal, CES Research Group, Corporación Universidad de la Costa -
CUC, Calle 58 # 55-66, Barranquilla – Colombia.

Abstract

The analysis of the Labor Well-being of the teachers includes the identification of satisfaction levels around the
labor well-being, psychological, social and the work climate from the perspective of teachers and the schools
leaders. The methodological approach applied was the holistic paradigm, with a mixed method (qualitative: outdoor
training oriented from UBUNTU's philosophy, and quantitative: computerized assessment); with a general sample
of 721 teachers and schools leaders. The tests administered were: Labor Well-being Scale (∞: .872), Psychological
Well-being Scale (∞: .883), Social Well-being Scale (∞: .899) and Vital Satisfaction Scale (∞: .813). The main
findings led to the development of Guidelines for the improvement of Well-being Labor Program of the teachers in
the dimension personal, family social-affective and occupational.
© 2015
© 2014TheTheAuthors.
Authors. Published
Published by by Elsevier
Elsevier Ltd. Ltd.
This is an open access article under the CC BY-NC-ND license
Selection and peer-review under responsibility of the Organizing Committee of WCES 2014.
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Selection and peer-review under responsibility of the Organizing Committee of WCES 2014
Keywords:Well-being Labor Teaching; Outdoor Training; UBUNTU; Psychological Well-being; Social Well-being; Vital Satisfaction; Quality of
Life; Computerized Assessment Online.

1. Introduction

The Labor Well-being Program constitutes a scenario to set out the satisfaction of the needs and expectations of
teachers and management staff. In this sense, "The true well-being of people is based on a defined working life with
clear prospects and personal, professional, and social compensation"(MEN, 2013, p.1). In consistency with the
general guidelines of the Ministry of National Education (2013) in its Well-being Policy, it is evident that the of

* Omar Fernando Cortés PeñaTel.: +57 (5) 3362207; Fax: +57 (5) 3362200.
E-mail address:ocortes3@cuc.edu.co

1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Selection and peer-review under responsibility of the Organizing Committee of WCES 2014
doi:10.1016/j.sbspro.2015.04.660
2836 Omar Fernando Cortés Peña / Procedia - Social and Behavioral Sciences 191 (2015) 2835 – 2843

their collaborators is closely linked to its managerial conception, seeing it as a strategic axis for the successful
development of their organization’s plans and programs to achieve their institutional goals in the process of building
an adequate cultural and organizational climate consistent with their essentially formative nature and oriented to the
integral development of human beings.

Fig.1. Model of Well-being Labor Teaching Programs

Source: MEN (2013) http://www.mineducacion.gov.co/1621/article-190204.html

From this perspective, Herrera, Robles & Palmet (2013) propose that:

The program of Teaching Well-being and Labor Development 2013 is a continuous process that seeks to establish,
maintain, and improve the conditions and quality of life of the public servant, covering at the same time the family,
seeking to raise satisfaction, effectiveness, and efficiency levels, as well as their sense of belonging to the service
offered by the Secretary of Education of the District of Barranquilla. (Cortés, 2013, p.9).

In terms of measurement and evaluation of psychological well-being, it is worth noting the contributions of Díaz,
et al. (2006) who developed an adaptation of Ryff’s Scales of Psychological Well-being (Ryff, 1989; Ryff & Keyes,
1995, Ryff & Singer, 1998; Van Dierendonck, 2002; Blanco & Díaz, 2005; Blanco & Díaz, 2006). Subsequently,
Abello, Amaris, Blanco, Madariaga, Diaz & Arciniegas (2008) presented in their study, the measurement of Well-
being from a tridimensional perspective: subjective, psychological and social levels in a sample of adults of the city
of Barranquilla, in coherence with the research of Rodríguez-Fernández & Goñi-Grandmontagne (2011). In
addition, Cuadra & Florenzano (2003) presented an approximation of well-being from the Positive Psychology
framework; Bivián, Garcia, Garcia & Barraging, (2011) developed a profile of subjective well-being associated to
demographic factors; as well as, Diener, Suh, Lucas & Smith (1999), Marrero & Carballeira (2010) in their studies,
also established the importance of optimism and social support in the perception of subjective well-being. In this
sense, from this framework, approaches on the psychosocial factors associated with the job are identified (Gómez-
Ortiz & Moreno, 2010), also the importance of physical exercise in the prevention of stress and health promotion
(De Miguel, Schweiger, De Las Mozas & Hernández, 2011), as well as the need to create a culture of prevention
against occupational risks (Méndez, Figueredo, Chirinos, Goyo & Rivero, 2011; Silva et al, 2005), the factors
associated with the divergent relation between "teaching discomfort/well-being" (Cornejo & Quiñonez, 2007), and
finally, the positive effects of the Program Mindfulness in the teacher`s well-being proposed by Mañas, Franco &
Martínez (2011). In recent years, the studies related to the Burnout syndrome have increased, and on this topic
Buzzetti (2005), Jiménez, Jara & Miranda (2012) emphasized about the vulnerability that some teachers exposed to
unsuitable conditions of labor burden, social support and dissatisfaction in the development of Burnout syndrome
may experience. Facing the contemporary context of ICT use, Cortés (2013) presents a review of the principal
references associated to teacher`s labor well-being; from a different perspective and in convergence with the
context of globalization and the development of ICT, there are studies developed by Tejada, J. (2009) regarding
teaching competencies; the derived contributions of authors such as De Pablos, González & González-Perez (2008)
on the emotional well-being associated to the ICT as an enabler of educational innovation; Blanch et al (2010), De
Pablos, Colás & González (2011) with their contributions on the measurement of teaching well-being and the role of
innovation supported by Information and Communication Technologies, which is presented in short from the
 Omar Fernando Cortés Peña / Procedia - Social and Behavioral Sciences 191 (2015) 2835 – 2843 2837

Teacher`s Well-being Model supported in ICT. From the sociological field, the contributions of Krichesky,
Martínez-Garrido, Martínez-Peiret, Garcia, Castro & González (2011), and McDonald (2005) with their Teacher-
training program for social justice are identified. In fact, the present study had as one of its main guidelines the
philosophy of UBUNTU as guiding framework for the reflection on the criteria of the Teachers about the Labor
Well-being Program and for the development of the qualitative phase with the implementation of the Outdoor
Training under the slogan: "We are united and we are doing it together" (Cortés, 2013).UBUNTU is a philosophical
model of African tradition which has inspired the testimony of Nelson Mandela and Desmond Tutu among other
great leaders and it is based on the fact that we are all one human family:

We are brothers and sisters who travel together on this land. When one is poorly nourished, we all are malnourished.
When there is an abused one, we all feel the affront. When a child suffers, their tears bathe us all. Recognizing our
humanity, we are recognizing our unwavering link - our unwavering link with the whole humanity. (Lundin & Nelson,
2010, p.4)

It is shown below in Figure 2, the Multidimensional Model of Well-being Labor Teaching, designed as an input
to strengthen the conceptual and methodological articulation of the present study.

Well-being Labor Well-being and Development Labor

Teaching Programs Teaching
Psychological
and Policy of the Secretary of Education of the
Ministry of Well-being District of Barranquilla
National Education Herrera, Robles, Palmet (2013)

WELL-BEING LABOR Vital

Quality of Life
TEACHING Satisfaction

Philosophical Guidelines for the improvement of

Social Well-being Labor Teaching
Framework Program
Well-being
UBUNTU CUC – SED (2013)

Fig. 2. Multidimensional Model of Well-being Labor Teaching

Source: Author (2013)

2. Methodology

The methodological approach was developed from the holistic paradigm, with a mixed method: quantitative-
qualitative. In its qualitative phase the technique Outdoor Training was used and it was performed under the
guidelines of the philosophical framework of UBUNTU. Its quantitative phase was executed with the computerized
assessment online of the Scales of Teaching`s Labor Well-being, Psychological Well-being, Social Well-being and
Vital Satisfaction.For both the qualitative and the quantitative phase, a prior Informed Consent was asked to
participants as a guarantee of compliance with the ethical standards.

2.1. Sample

The general sample was of 751 teachers and school leaders of the linked to the Secretary of Education of the
District of Barranquilla, Colombia. In the qualitative phase had the participation of 150 teachers and school leaders,
who were selected with the non-probability quota sampling. The quantitative phase had a random sample of 571
teachers and school leaders with an estimated confidence of 95% and 4.87% of error.
2838 Omar Fernando Cortés Peña / Procedia - Social and Behavioral Sciences 191 (2015) 2835 – 2843

2.2. Instruments

For the development of the quantitative phase, the following instruments were administered designed by the
author and used with the corresponding authorization from the authors when it was relevant:
a) Teaching Labor Well-being Scale (∞: .872). Cortés (2013).
b) Psychological Well-being Scale (∞: .883). Ryff & Keyes, 1995; Díaz, et al. (2006).
c) Social Well-being Scale (∞: .899). Keyes (1998); adapted by Blanco & Díaz (2005).
d) Vital Satisfaction Scale(∞: .813). Cortés (2013).

3. Results

First, a summary of the main findings of the qualitative phase derived from the experience of Outdoor Training
and oriented by the principles of UBUNTU philosophy are presented, and secondly, the main results derived from
the computerized assessment of the Teaching Labor Well-being, Psychological Well-being, Social Well-being and
Vital Satisfaction Scales are described.

3.1. Qualitative Phase: Outdoor Training – UBUNTU

This initial phase considered the participation and training of 150 teachers and school leaders during six (6)
sessions of Outdoor Training in the Ekoparque Luna Forest (Barranquilla, Colombia). This phase was oriented by
the valuable contribution of a team of experts in coaching, administration, research, and development processes in
educational organizations of theProdecosta Foundation. One of the main factors associated to the success of the
experience was the preliminary review of the background of UBUNTU’s philosophical framework by each team.
This aspect made it possible for teachers and school leaders, in each activity, to generate a meaningful learning
about the impact of the incorporation of UBUNTU guidelines in their educational communities and their families.

Fig. 3. Outdoor Training – UBUNTU: Groups of teachers and school leaders

Source: Author (2013)

Among the most important aspects learned during the experience, teamwork, identification of competencies and
individual skills for function and role allocation in each activity, solidarity, understanding, joint planning, assertive
communication, and the exercise of shared leadership in function of each challenge are highlighted. As a result from
the qualitative phase, the experience of the Outdoor Training fostered spaces of collective reflection in which the
following contributions, among others, are highlighted:
a) UBUNTU`s philosophical framework can be applied in different spheres, not only in the context of work, but it is
also a starting point for human beings in their individual spheres, allowing people to redefine their roles in their
family, with friends, work colleagues, students and the community.
b) Conflict resolution has a number of proactive and constructive alternatives from UBUNTU’s stance, in that sense,
the idea is not to be unaware of divergences or to impose positions to inflict power, but to generate scenarios of
collective participation and sincere understanding to establish new forms of assertive and creative resolution.
 Omar Fernando Cortés Peña / Procedia - Social and Behavioral Sciences 191 (2015) 2835 – 2843 2839

c) UBUNTU highlights the value that each one of us has as a member of a group, and thus, the word success is not
something individual, but a collective goal that accepts an inclusive and participatory perspective of all the
members. This can be expressed by complementary slogans such as "One for all and all for one".

3.2. Quantitative Phase: Computerized assessment online of scales associated to the Teaching Labor Well-being

The random sample of teachers and management staff in a demographic level was characterized primarily by
being composed in an 80% by women with a distributive of age ranges oscillating between 24 and 65 years old (24-
35: 14,9%; 26-44: 28,9%; 45-54: 35,7%, and 55-65: 20,5%). For the most part, teachers have postgraduate studies
(44,1%). A 37,8% currently work in elementary education levels, and 32% in secondary education; with an average
of 14 years seniority. The general profiles derived from the application of the scales associated to Teaching Labor
Well-being are shown below, and average scores oscillating in a theoretical range of (1 to 6) are also presented.

Job Satisfaction 5,37

Working Conditions 4,5

Labor Relations and Communication 5,24

Integral Development 5,07

Occupational Health 4,09

Teaching Labor Well-being 4,78

0 1 2 3 4 5 6
Teaching Labor Well-being Scale: Mean Score (1 - 6)

Fig. 4. Profile of the Teaching Labor Well-being Scale

Source: Author (2013)

Figure 4, presents the profile derived from the Teaching Labor Well-being Scale with a general average scale of
(4.78); the dimension of greatest strength is the Job Satisfaction (5.37), followed by Labor Relations and
Communication (5.24), and Integral Development (5.07). On the other hand, the two dimensions that require further
strengthening are Working Conditions (4.5) and Occupational Health (4.09).

Acceptance 4,89

Positive Relationships 4,65

4,69
Autonomy
5,4
Domain of the Environment

Life`s Purpose 5,72

Personal Growth 5,59

Psychological Well-being 5,22

0 1 2 3 4 5 6
Psychological Well-being Scale: Mean Score (1 - 6)

Fig. 5. Profile of the Psychological Well-being Scale

Source: Author (2013)
2840 Omar Fernando Cortés Peña / Procedia - Social and Behavioral Sciences 191 (2015) 2835 – 2843

Figure 5, corresponds to the profile of the Psychological Well-being Scale (5.22). The higher-valued scales
correspond to Life`s Purpose (5.72), Personal Growth (5.59) and Domain of the Environment (5.4); while there is a
clear need to strengthen the dimensions of Acceptance (4.89), Autonomy (4.69), and Positive Relationships (4.65).

Social Integration 5,66

Social Acceptance 4,08

5,73
Social Contribution

5,19
Social Update

5,02
Social Coherence

5,10
Social Well-being

0,00 1,00 2,00 3,00 4,00 5,00 6,00

Social Well-being Scale: Mean Score (1 - 6)

Fig. 6. Profile of the Social Well-being Scale

Source: Author (2013)

The overall average obtained in the Social Well-being Scale was of (5.1) and corresponds to figure 6. Higher-
valued dimensions were Social Contribution (5.73), Social Integration (5.66), Social Update (5.19) and Social
Coherence (5.02); the dimension which requires further strengthening is Social Acceptance (4.08).

Family Life 5,70

Affective Situation 5,60

Health’s State 5,13

Qualify Educative 5,38

Social Support Network 5,50

Recreation and Free Time Use 4,98

Labor Environment 5,19

Teaching Role 5,68

Economy Situation 4,67

Life's Project 5,48

Vital Satisfaction 5,33

0 1 2 3 4 5 6
Vital Satisfaction Scale: Mean Score (1 - 6)

Fig. 7. Profile of the Vital Satisfaction Scale

Source: Author (2013)

Figure 7, illustrates the profile of the Vital Satisfaction Scale, which obtained an overall average of (5.33). The
dimensions with best satisfaction levels were: Family Life (5.70), Teaching Role (5.68), and Affective Situation
(5.60). With scores similar to average the dimensions of Social Support Network (5.50), Life´s Project (5.48), and
Educative Training (5.38). The dimensions which require further strengthening were Labor Environment (5.19),
Health’s State (5.13), Recreation and Free Time Use (4.98), and Economy Situation (4.67). The bivariate
correlations were estimated, with Pearson`s Correlation Coefficient, for the Teaching Labor Well-being,
Psychological Well-being, Social Well-being and Vital Satisfaction Scales, all of them being directly proportional
and statistically significant at a 95%, and by its magnitude, mainly the associations between Psychological Well-
 Omar Fernando Cortés Peña / Procedia - Social and Behavioral Sciences 191 (2015) 2835 – 2843 2841

being and Social Well-being (r: .728) are highlighted, as well as between Labor Well-being and Vital Satisfaction
(r: .576). Finally, ANOVA was used to compare scores derived from the scales of well-being in function of age
range. In this regard, significant differences in relation to the Labor Well-being Scale (F: 7.12; Sig: .000) and Vital
Satisfaction Scale (F: 4.97; Sig: .002) were identified in which a monotonically increase trend was additionally
identified, according to which, as life-cycle progresses, higher levels of labor well-being and vital satisfaction are
evidenced.

4. Discussion

The findings allow the achievements of the lines of action in each of the areas of personal intervention,
occupational, socio-emotional and family those have been developed from the area of teaching management in
regard to the program of Teaching Labor Well-being to be recognized and highlighted.Within the main conceptual
referents of the findings the following contributions are highlighted: Murillo, Calderon & Torres (2003) with the
research on organizational culture and labor well-being; Juarez & Sánchez (2003) with their reflections on the
transformations and historical implications of the social and economic crises facing the development of well-being;
Cortés (2011) about the economic thought and the sustainable development. In addition, the findings of this study
are related to approaches and research of Miller (2004) in relation to labor force participation and gender equity;
Duarte & Jiménez (2007) and Barrio et al. (2011) about the analysis of well-being and its relation tolife project; as
well as,the contributions on the assessment and psychosocial intervention of the affective factors, personality traits,
qualification and teacher development, well-being and quality of life.(Requena, 2000; Cummins, Eckersley, Pallant
& Davern, 2002; Arita, 2005; Fernández, Fernández & Cieza, 2010; Laca, Mejía, Yáñez & Mayoral, 2011; Aparicio,
2011; Abello & Cortés, 2012; Revilla & Pérez, 2012). It is recommended to continue promoting the implementation
of various strategies for achievementrecognition and teachers and management staff encouragement according to
their professional profile, and identity, sense of institutional belonging, commitment, responsibility and quality of
their educational and socialperformance as central actors of the education, transformation and development
processesof communities.(Veenhoven, 1998; Sen, 1998; Fullán, 2002; Cáceres & Fernández, 2005; Cantón, 2009;
Juanes, 2010; Lafuente, 2010)

The following components are drawn up from the SWOT analysis performed with the articulation of the
qualitative and quantitative results:

a) Guidelines in the Personal Sphere: Life Project and Sustainable Development Alternatives,
Qualification Program and Faculty Development, and Occupational Health and Quality of Life.

b) Guidelines in the Socio-Affective and Family Sphere: Program of psychosocial intervention for the
Promotion of the Well-being, Teaching Management System of Quality Indicators of Family Life, and
Cultural practices and School Life

c) Guidelines for the Occupational Sphere: Organizational intervention in the labor climate, Plan for
incentives, awards, teaching skills and promotion, and Network of leading entrepreneurs from the Labor
Well-being and the quality of life Teaching

Acknowledgements

The author wishes to thank the Corporación Universidad de la Costa – CUC, to the Secretary of Education of the
District of Barranquilla, and Prodecosta Foundation for their unconditional support; especially to all the teachers,
school leaders and his family for the constant commitment and the valuable contributions during the development of
the project. Finally, the author expresses his posthumous tribute to Mandela (1918 - 2013) known for being role
model with his inspiring leadership, and great lessons of life from the philosophical framework of UBUNTU.
2842 Omar Fernando Cortés Peña / Procedia - Social and Behavioral Sciences 191 (2015) 2835 – 2843

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