Incidence of Organizational Climate on Teacher Job Performance: A Case Study in a Public School in Ecuador.

Abstract

Public educational institutions in Ecuador face a number of challenges, one of which is the issue of performance and job satisfaction among teaching professionals. This research focused on the organizational climate and how it affects their demotivated performance in the classroom, with the goal of proposing improvement strategies. Using a qualitative methodological approach, the intentional participation of 25 teachers was utilized. Cold surveys were conducted; participation circles were held, and numerous interviews were carried out. Amid tears and laughter, they confessed to us that official communication always arrives late and distorted, via WhatsApp, and that recognition is conspicuously absent. After several afternoons of conversations, recordings, and discussions, it became clear that as long as the climate remains like this, forget about creative projects: class is reduced to what's safe, to what's on the Ser Bachiller exam. It is concluded that, therefore, instead of producing another report that no one reads, it's better to create a small but firm plan: open a bi-weekly space where the principal listens without interrupting, create a wall for public praise, and, above all, train department heads in the language of support, not sermons.