wow-inequalities/02-data/intermediate/wos_sample/d1e15cde9e79b1c032417b0a08b05f50-martinez-leon-inoce/info.yaml

abstract: 'Objectives

  Cooperatives whose activity is undertaken in the field of education need

  to optimize their management to survive and achieve competitive

  advantage. As they are labor-intensive organizations that provide

  services with high intangibility (transformation knowledge,

  characteristics and individuals'' behavior), their staff''s job

  satisfaction is one way of achieving these advantages (reputation,

  strategic positioning, attracting talented employees, etc.). Therefore,

  the objective of this paper is to analyze how education cooperatives can

  achieve job satisfaction through certain human resources management

  practices (work-life balance culture and availability of work-life

  balance practices, hiring, training, performance assessment and

  compensation). The gender perspective is also considered in the

  analysis.

  Methodology

  An empirical study conducted with the data obtained from a sample of 101

  teachers from education cooperatives in the Murcia Region (Spain) (5\%

  response rate). Data were collected by a personal survey that included

  measures used in previous studies. They were all assessed with a 7-point

  Likert scale (1: totally disagree, and 7: totally agree) according to

  teachers'' perception of the different variables.

  Teachers'' job satisfaction, measured according to: professional

  satisfaction (with the school and learning activities), satisfaction

  with student achievement, teachers'' experience in the educational

  center, and treatment received by the center.

  Work-life balance culture, divided into positive and negative

  perspectives. The positive one includes: talking about personal life at

  work, starting a family -expecting a child or adopting it-, leaving the

  workplace to care for children or dependent family members, and

  prolonging maternity/paternity leave. The negative work-life balance

  culture includes: maintaining a family structure that requires a lot of

  involvement, spending many hours at work on a daily basis, taking work

  home regularly, and prioritizing work over private life.

  Work-life balance practices, with measures adapted to the context

  (education cooperatives) to specifically ask about a reduced working day

  with a cut in salary, maternity/paternity leave longer than the legal

  minimum, leave of absence to care for either sick or dependent family

  members or sick or dependent children.

  Hiring, assessed according to teachers'' perception of if: recruiting

  processes that are rigorous and formalized, teachers'' continuity is

  high, and appropriate teachers are hired at each school level.

  The variable training, measured by considering if training actions are

  carried out according to the teaching staff''s needs, training plans are

  tailored to the teaching staff, and the training suggestions made by the

  teaching staff are taken into account.

  Performance assessment, to consider if the objectives to be met are

  communicated to those responsible for achieving them, the performance

  and development of each teacher''s activity are evaluated, and if the

  evaluation of teachers'' performance is adequate.

  Finally, the variable compensation includes the perception of whether

  the performance evaluation is linked to the salary paid, the salary paid

  is independent of the teaching staff''s performance, and salaries are at

  similar to those paid to public school teachers.

  The descriptive statistics and bivariate correlations of the variables

  are included, as is a hierarchical linear regression model to test the

  hypotheses. The general model obtained with all the sample data is also

  analyzed by taking into account gender as a selection variable.

  Results

  The study results reveal that adequate training (beta=.478) and rigorous

  formalized hiring (beta=.336) are the most valued factors to generate

  job satisfaction among teachers of education cooperatives in the Murcia

  Region. However, some gender differences appear in the variables that

  generate job satisfaction, despite there being no significant

  differences between male and female teachers'' perception of their job

  satisfaction.

  In particular, male teachers (31\% of the sample) negatively perceive

  the effect of availability of work-life balance practices (beta=-. 238)

  and compensation (beta=-. 374) on their job satisfaction, while training

  has a positive impact (beta=.706). These variables explain 52.6\% of the

  male teachers'' job satisfaction variation. For the female teachers (69\%

  of the sample), hiring (beta=.440), training (beta=.345) and work-life

  balance practices (beta=.233) have a positive effect on their perceived

  job satisfaction, and explain 63.8\% of the variation in their job

  satisfaction.

  From these gender results, the most striking aspect is that the greater

  availability of work-life balance practices and linking pay to

  performance reduce male teachers'' job satisfaction. One explanation

  could be that males consider that work-life balance practices only

  benefit women, and when female teachers use these measures, male

  teachers must face a heavier workload, which affects their level of

  satisfaction. The negative relationship between satisfaction and

  performance assessment may be a consequence of the service type

  (training), and the possible uncertainty and mistrust that a performance

  measure can generate because the methods to determine it are not the

  most suitable ones, or do not reflect all the work they do to perform

  their teaching activity.

  Females differ for the idea that hiring and work-life balance practices

  are a key influence on their job satisfaction. Perhaps the females in

  the Spanish studied region still assume the reproduction and care role

  of the family to a greater extent, and the tools that support their

  labor participation, such as work-life balance practices, possibly have

  a positive effect on their perceived satisfaction. Additionally, hiring

  is the most important factor that generates job satisfaction among

  females. Rigorous formalized processes where the most appropriate

  candidates are hired, with a high probability of continuity, are well

  assessed by females as a way to assure gender equality and to banish

  certain gender stereotypes, occupational segregation (horizontal and

  vertical) and the glass ceiling.

  In any case, both males and females agree that training is essential for

  their job satisfaction, perhaps because this will improve the education

  service that they provide, as well as their students performing better.

  Practical conclusions and original value

  This work offers guidelines to education cooperatives about the aspects

  that create more job satisfaction, and how to manage and optimize it

  according to each employee''s gender.

  This work shows some gender differences among teachers of educational

  cooperatives in relation to the variables that generate their job

  satisfaction. These differences must be carefully analyzed by the

  management of cooperatives in an attempt to develop those human resource

  management policies and strategies that tend to favor high job

  satisfaction among male and female teachers given its effect on other

  variables, e.g. performance (better service provision, perception of

  higher quality), productivity or the cooperative''s outcomes (attracting

  new customers, better internal and external reputation, etc.).

  In general, education cooperatives can increase job satisfaction by

  mainly offering a training program suited to teachers'' needs that can be

  put into practice, if possible, in their working hours, and that does

  not require travel, to avoid work-life conflict problems. This should be

  complemented with formalized rigorous hiring processes that ensure

  having highly trained motivated staff. The different perception of

  work-life practices between males and females shows a clear need for

  more training and awareness about work-life balance issues and

  co-responsibility. Educational cooperatives should put the necessary

  resources (hiring temporary staff to cover possible reductions in days,

  leave, or absence) so teachers'' satisfaction (and productivity) does not

  disturb those situations.

  The importance of education cooperatives, together with their

  labor-intensive character and the absence of studies that analyze the

  problems addressed herein, justify their relevance from both the

  academic and business points of view.'
affiliation: 'Martinez-Leon, I (Corresponding Author), Univ Politecn Cartagena UPCT,
  Cartagena, Spain.

  Martinez-Leon, Inocencia, Univ Politecn Cartagena UPCT, Cartagena, Spain.

  Olmedo-Cifuentes, Isabel; Arcas-Lario, Narciso, UPCT, Cartagena, Spain.'
author: Martinez-Leon, Inocencia and Olmedo-Cifuentes, Isabel and Arcas-Lario, Narciso
  and Zapata-Conesa, Juan
author-email: 'ino.martinez@upct.es

  isabel.olmedo@upct.es

  arcas.lario@upct.es

  juanzapataconesa@gmail.com'
author_list:
- family: Martinez-Leon
  given: Inocencia
- family: Olmedo-Cifuentes
  given: Isabel
- family: Arcas-Lario
  given: Narciso
- family: Zapata-Conesa
  given: Juan
da: '2023-09-28'
doi: 10.7203/CIRIEC-E.94.12700
eissn: 1989-6816
files: []
issn: 0213-8093
journal: CIRIEC-ESPANA REVISTA DE ECONOMIA PUBLICA SOCIAL Y COOPERATIVA
keywords: 'Cooperatives in education; teaching staff; gender; job satisfaction;

  work-life balance; human resources management'
keywords-plus: 'WORK-LIFE BALANCE; FAMILY CONFLICT; TURNOVER; ATTITUDES; OUTCOMES;

  WOMEN; VALIDATION; MANAGEMENT; RETENTION; KNOWLEDGE'
language: Spanish
month: DEC
number-of-cited-references: '87'
orcid-numbers: 'Martínez-León, Inocencia M IML/0000-0002-8624-9848

  '
pages: 31-60
papis_id: 97d8d9e8413cd66e94f1cc27d37b6345
ref: Martinezleon2018cooperativeseducatio
researcherid-numbers: 'Martínez-León, Inocencia M IML/H-8391-2015

  OLMEDO-CIFUENTES, ISABEL/AAH-8638-2019'
times-cited: '4'
title: 'Cooperatives in Education: Teacher Job Satisfaction and Gender Differences'
type: article
unique-id: WOS:000455955600003
usage-count-last-180-days: '4'
usage-count-since-2013: '62'
volume: '94'
web-of-science-categories: Economics
year: '2018'