Add wos sample results library

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

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+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'