Institutional climate and work performance of teachers of the National University Micaela Bastidas de Apurímac – Peru

Abstract

This research aims to determine the level of relationship between the institutional climate and the job performance of teachers at the Micaela Bastidas National University of Apurímac, Peru. The results and conclusions indicate that the perception of the institutional climate among the surveyed population shows that 68.5% said they neither agree nor disagree; and 13% agreed. The most frequently chosen alternatives were neither agree nor disagree, and agree, totaling a positive ratio of 81.5%, which is highly significant given the importance of the institutional climate, which is perceived as a favorable environment for professional development. These results show that the respondents' perception is negative, while the total results of neither agree nor disagree yield significant values ​​of 78.7%, demonstrating a lack of job performance in teaching and are well received as it is considered a challenge. The relationship between the institutional climate and job performance, according to Pearson, is considered a good correlation at 0.730 or higher; This means that university professors are happy to be part of its development and want the institution to reciprocate with respect to decisions made by university authorities or decision-making bodies.