ALUMNO - ANGIE ELIANA JIMENEZ MOLINAALUMNO - ANGIE ELIANA JIMENEZ MOLINA202021-06-08T10:06:00Z2021-06-08T10:06:00Z142560234084195055227609216

Entusiasmo por el trabajo y competencias digitales en docentes

Work engagement and digital skills in teachers

Entusiasmo pelo trabalho e habilidades digitais em profesores

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Noemí Jhanet Chávez Gonzales

https://orcid.org/0000-0002-2512-7193

Universidad Peruana Unión

Leidy Padilla Romero

https://orcid.org/0000-0002-5446-5415

Universidad Peruana Unión

Rodolfo Alania Pacovilca

https://orcid.org/0000-0001-9522-2471

Universidad Peruana Unión

Jaimin Murillo Antón

(Asesora y responsable de la correspondencia)

https://orcid.org/0000-0002-8069-0640

jaiminmurillo@upeu.edu.pe

Universidad Peruana Unión

Recibido: 3 de enero de 2020

Aceptado: 6 de junio de 2020

Resumen

Esta investigación tiene como objetivo principal, relacionar el entusiasmo por el trabajo y las competencias digitales en docentes de nivel inicial y primaria, en el contexto del Covid 19 y su importancia de implementar las competencias digitales en esta nueva normalidad digital, donde el papel del entusiasmo influye en las decisiones más importantes hoy en día. Para la obtención de resultados se evaluó a 103 docentes de diversos colegios ubicados en Lima: Perú, pertenecientes a una entidad religiosa – privada, aplicando las escalas de evaluación UWES 15 para la variable de entusiasmo por el trabajo y la ECDA para medir las competencias digitales. Los resultados nos revelaron que existe una relación positiva de nivel bajo entre el entusiasmo por el trabajo y las competencias digitales en docentes (rho = 0,201 p= 0,042 < 0,05). Por lo tanto, se concluyó que los docentes que tengan mayor entusiasmo laboral, obtendrán mejores competencias digitales.

Palabras clave:

competencia digital, entusiasmo por el trabajo, enseñanza.

Abstract

The primary aim of this research is to relate work engagement and digital competences in elementary and primary level teachers, in the context of Covid 19 and its importance of implementing digital competences in this new digital normality, where the role of the work engagement influences the most important decisions today. In order to get results, 103 teachers from various schools located in Lima: Peru, belonging to a religious - private entity were evaluated, applying the UWES 15 evaluation scales for the variable of work engagement and the ECDA to measure digital skills. The results revealed that there is a positive low-level relationship between work engagement and digital skills in teachers (rho = 0.201 p = 0.042 <0.05). Therefore, it was concluded that teachers who have greater work engagement will get better digital skills.

Keywords:

digital competence, work engagement, teaching.

Resumo

O principal objetivo desta pesquisa é relacionar o entusiasmo pelo trabalho e as competências digitais em professores de nível inicial e primário, no contexto da Covid 19 e a sua importância de implementar as competências digitais nesta nova normalidade digital, onde o papel do entusiasmo influencia os mais importantes decisões hoje. Para obter os resultados, foram avaliados 103 professores de várias escolas localizadas em Lima: Peru, pertencentes a uma entidade religiosa-privada, aplicando as escalas de avaliação UWES 15 para a variável entusiasmo pelo trabalho e o ECDA para medir habilidades digitais. Os resultados revelaram que existe uma relação positiva de baixo nível entre entusiasmo pelo trabalho e habilidades digitais em professores (rho = 0,201 p = 0,042 <0,05). Portanto, concluiu-se que professores com maior entusiasmo pelo trabalho obterão melhores habilidades digitais.

Palavras-chave

: competência digital, entusiasmo pelo trabalho, ensino.

Introducción

En el transcurso de año 2020 el proceso de enseñanza-aprendizaje ha sido transformado por el desarrollo de competencias digitales en los docentes, ya que estas cumplen un rol fundamental en dicho proceso

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Si bien se han realizado bastantes esfuerzos de aproximaci\u00f3n en la \u00faltima d\u00e9cada, consideramos que a\u00fan hay que profundizar m\u00e1s, sobre todo desde la consideraci\u00f3n de los nuevos escenarios propiciados por las Tecnolog\u00edas de la Informaci\u00f3n y la Comunicaci\u00f3n (TIC), que est\u00e1n permitiendo toda una redefinici\u00f3n, no solo del perfil en clave de nuevas funciones y roles profesionales, sino tambi\u00e9n de las propias competencias profesionales, competencias digitales. 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(Ketil, 2019; Tejada y Pozos, 2018)

, y más aún en esta crisis sanitaria que afecta y cambia el panorama de la educación por completo

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However, digital education has been considered \u201cinferior\u201d, \u201cexceptional\u201d and only \u201ccomplementary\u201d to face-to-face teaching and a source of serious barriers and dangers for. Thus, it has been at the international level and also for the ECHR, the TC and our legislation. The special danger of inequality in digital education is also ta ken into account and already in the case of the pandemic, some special measures of equity and equality are described. Notwithstanding this more negative scenario, the author prefers to see the glass half full and make a virtue of need. Then, the coronaviru s is seen as an opportunity to leave behind an obsolete education of the 20th century. The need for a shift towards digital skills and computational thinking is recalled. Finally, are described the contents and objectives of the right to education and espe cially the obligations to provide it in the face of the general challenges of digital education and the situation of the pandemic. In addition to the obligations of the State, parents' duties in education are remembered, and also in the face of digital edu cation at home due to circumstances. It is concluded that digital education is a life buoy in the pandemic situation to ensure a minimum of the objectives that guarantee the right to education. It is concluded that the coronavirus nightmare awakens us from some lethargy in education. It forces us to assume the turn of the century and provides us with the opportunity to greatly improve education thanks to the digital transformation.", "author" : [ { "dropping-particle" : "", "family" : "Cotino", "given" : "Lorenzo", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Revista de educaci\u00f3n y derecho and law review", "id" : "ITEM-3", "issue" : "21", "issued" : { "date-parts" : [ [ "2020" ] ] }, "page" : "29", "title" : "La ense\u00f1anza digital en serio y el derecho a la educaci\u00f3n en tiempos del coronavirus", "type" : "article-journal" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=4cd6532b-ed32-4846-a446-2cf29f482b4f", "http://www.mendeley.com/documents/?uuid=25b51b13-50d0-4f75-90c9-0c3c13398987" ] }, { "id" : "ITEM-4", "itemData" : { "abstract" : "An\u00e1lisis de impactos, respuestas pol\u00edticas y recomendaciones", "author" : [ { "dropping-particle" : "", "family" : "UNESCO IESELC", "given" : "", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Unesco", "id" : "ITEM-4", "issued" : { "date-parts" : [ [ "2020" ] ] }, "page" : "44", "title" : "COVID-19 y educaci\u00f3n superior : De los efectos inmediatos al d\u00eda despu\u00e9s. An\u00e1lisis de impactos , respuestas pol\u00edticas y recomendaciones", "type" : "article-journal" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=d2278480-e5ef-43ce-8e1e-5dfc9dca575e", "http://www.mendeley.com/documents/?uuid=47553c4e-0d73-44ef-b0d2-801e5de455d0" ] } ], "mendeley" : { "formattedCitation" : "(Cotino, 2020; Kaden, 2020; Rogers & Sabarwal, 2020; UNESCO IESELC, 2020)", "manualFormatting" : "(Cotino, 2020; Kaden, 2020; Rogers y Sabarwal, 2020; UNESCO IESELC, 2020)", "plainTextFormattedCitation" : "(Cotino, 2020; Kaden, 2020; Rogers & Sabarwal, 2020; UNESCO IESELC, 2020)", "previouslyFormattedCitation" : "(Cotino, 2020; Kaden, 2020; Rogers & Sabarwal, 2020; UNESCO IESELC, 2020)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Cotino, 2020; Kaden, 2020; Rogers y Sabarwal, 2020; UNESCO IESELC, 2020)

, donde para muchos de los docentes, estos cambios de enseñanza han sido un verdadero desafío

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(Kaden, 2020)

, ya que han influido en las actitudes y sentimientos del docente hacia el desarrollo del trabajo docente

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An\u00e1lisis de impactos , respuestas pol\u00edticas y recomendaciones", "type" : "article-journal" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=47553c4e-0d73-44ef-b0d2-801e5de455d0", "http://www.mendeley.com/documents/?uuid=d2278480-e5ef-43ce-8e1e-5dfc9dca575e" ] } ], "mendeley" : { "formattedCitation" : "(\u00c1lvarez et al., 2020; Pegalajar & Colmenero, 2017; UNESCO IESELC, 2020)", "manualFormatting" : "(\u00c1lvarez et al., 2020; Pegalajar y Colmenero, 2017; UNESCO IESELC, 2020)", "plainTextFormattedCitation" : "(\u00c1lvarez et al., 2020; Pegalajar & Colmenero, 2017; UNESCO IESELC, 2020)", "previouslyFormattedCitation" : "(\u00c1lvarez et al., 2020; Pegalajar & Colmenero, 2017; UNESCO IESELC, 2020)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Álvarez et al., 2020; Pegalajar y Colmenero, 2017; UNESCO IESELC, 2020)

En investigaciones previas sobre competencias digitales de docentes, los estudios se enfocan en cuatro temas principales. Entre estos, se ha encontrado que las competencias digitales ejercen influencia en el desarrollo profesional docente, y se detalla que el 24% del desarrollo profesional docente se explica por medio de competencias digitales de los docentes

ADDIN CSL_CITATION { "citationItems" : [ { "id" : "ITEM-1", "itemData" : { "DOI" : "10.21503/hamu.v6i1.1574", "ISSN" : "2313-7878", "abstract" : "Analizar los niveles de Aprendizaje Autorregulado de estudiantes de psicolog\u00eda en l\u00ednea de nuevo ingreso y su relaci\u00f3n con variables sociodemogr\u00e1fcas en cuatro generaciones consecutivas fue el objetivo que impulso todo este trabajo. La muestra estuvo conformada por 896 estudiantes, de los cuales 242 fueron hombres y 654 mujeres con una media de edad de 32.2 a\u00f1os. Se trata de unestudio cuantitativo, longitudinal de tendencia, dado que se realiz\u00f3 una medici\u00f3n por cada grupo de nuevo ingreso a la licenciatura durante cuatro semestres. El alcance es correlacional, ya que se emplean variables sociodemogr\u00e1fcas para establecer diferencias de medias y encontrar la in\ufb02uencia entre estas variables y la autorregulaci\u00f3n. Para ello se emple\u00f3 el Cuestionario de Motivaci\u00f3n y Estrategias de Aprendizaje, el cual cuenta con la Escala de Motivaci\u00f3n y la Escala de Estrategias de Aprendizaje, cada una con sub escalas. Se encontr\u00f3 que son las mujeres quienes reportan mayores niveles de orientaci\u00f3n a metas extr\u00ednsecas y un mayor nivel de Estrategias de Aprendizaje, al igual que el grupo de estudiantes divorciados. Aquellos estudiantes con m\u00e1s de 36 a\u00f1os reportan mayores niveles de Estrategias de Aprendizaje; tambi\u00e9n se encontr\u00f3 que los estudiantes de semestres m\u00e1s actuales referen una ligera tendencia a contar con mejores Estrategias de Aprendizaje.", "author" : [ { "dropping-particle" : "", "family" : "Guizado", "given" : "Felipe", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Menacho", "given" : "Isabel", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Salvatierra", "given" : "Angel", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Hamut'Ay", "id" : "ITEM-1", "issue" : "1", "issued" : { "date-parts" : [ [ "2019" ] ] }, "page" : "54-70", "title" : "Competencia digital y desarrollo profesional de los docentes de dos instituciones de educaci\u00f3n b\u00e1sica regular del distrito de Los Olivos, Lima-Per\u00fa incoming online psychology students)", "type" : "article-journal", "volume" : "6" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=92d75b7f-0616-4352-a0fa-97c238d7212b", "http://www.mendeley.com/documents/?uuid=f7fdf262-70fc-4534-a5c7-7fe2cefb06de" ] } ], "mendeley" : { "formattedCitation" : "(Guizado, Menacho, & Salvatierra, 2019)", "manualFormatting" : "(Guizado, Menacho y Salvatierra, 2019)", "plainTextFormattedCitation" : "(Guizado, Menacho, & Salvatierra, 2019)", "previouslyFormattedCitation" : "(Guizado, Menacho, & Salvatierra, 2019)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Guizado, Menacho y Salvatierra, 2019)

. Otros estudios muestran que existe un mejor resultado de la productividad en el desarrollo del aula, la comunicación y el manejo de información, gracias a las competencias digitales

ADDIN CSL_CITATION { "citationItems" : [ { "id" : "ITEM-1", "itemData" : { "abstract" : "Nuevo Le\u00f3n -M\u00e9xico [Recibido: 04 ago. 2014 / Aceptado: 10 sep. 2014] RESUMEN El presente art\u00edculo analiza el impacto de las competencias digitales en los docentes de las instituciones educativas p\u00fablicas de B\u00e1sica Secundaria, en los procesos de formaci\u00f3n de estudiantes. Al considerar el papel que el docente desempe\u00f1a en estos procesos, se plantea la necesidad de determinar las competencias digitales y el nivel de apropiaci\u00f3n de los docentes sobre ellas, al aplicarlas en los procesos de ense\u00f1anza y aprendizaje de los estudiantes. Para abordar el presente estudio se utiliz\u00f3 la metodolog\u00eda cualitativa, se seleccion\u00f3 como muestra a docentes que imparten la materia de Formaci\u00f3n en los niveles de B\u00e1sica Secundaria y Media en una instituci\u00f3n de la localidad de Gualanday, Coello, en Colombia. Para la recolecci\u00f3n de informaci\u00f3n se aplic\u00f3 la entrevista parcialmente estructurada y la observaci\u00f3n, los resultados obtenidos se codificaron y categorizaron en temas para su interpretaci\u00f3n. Los resultados muestran que las competencias digitales mejoran la productividad en el desarrollo de actividades en el aula, la comunicaci\u00f3n y manejo de informaci\u00f3n, lo cual favorece los procesos de ense\u00f1anza y el logro de objetivos. Palabras clave: competencia digital, competencias, conocimiento, docente, educaci\u00f3n, TIC. Art\u00edculo derivado de la tesis para obtener el grado de Maestr\u00eda en Educaci\u00f3n con Acentuaci\u00f3n en Procesos de Ense\u00f1anza-Aprendizaje, elaborada por Yair Fernando Merch\u00e1n Lesmes, bajo asesor\u00eda de Marcela Georgina G\u00f3mez Zerme\u00f1o y Mar\u00eda Manuela Pintor Ch\u00e1vez. Escuela Nacional de Educaci\u00f3n, Humanidades y Ciencias Sociales del Tecnol\u00f3gico de Monterrey, febrero de 2014 Impacto de las competencias digitales en los docentes de b\u00e1sica secundaria Merch\u00e1n -G\u00f3mez -Pintor 68 N\u00b04 | Facultad de Ciencias de la Educaci\u00f3n | Universidad Cat\u00f3lica del Maule | Julio -Diciembre 2014, pp. 67-83 1. INTRODUCCI\u00d3N El presente estudio radica en la necesidad de observar cu\u00e1l es el impacto de las competencias digitales en los procesos de ense\u00f1anza y aprendizaje en estudiantes de B\u00e1sica Secundaria y Media de una instituci\u00f3n p\u00fablica. Al buscar el mejoramiento de la calidad en educaci\u00f3n que reciben los estudiantes y, motivado bajo la necesidad de incrementar sus competencias, se observa la influencia de las pr\u00e1cticas docentes en las aulas donde la utilizaci\u00f3n de las competencias digitales permitir\u00e1 afianzar los procesos de ense\u00f1anza y aprendizaje en los estudiantes para desempe\u00f1arse, tanto en espacios ac\u2026", "author" : [ { "dropping-particle" : "", "family" : "Merch\u00e1n", "given" : "Fernando", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "G\u00f3mez", "given" : "Georgina", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Pintor", "given" : "Mar\u00eda", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Convergencia Educativa", "id" : "ITEM-1", "issue" : "4", "issued" : { "date-parts" : [ [ "2014" ] ] }, "page" : "67-83", "title" : "Impacto De Las Competencias Digitales En Los Docentes De B\u00e1sica Secundaria", "type" : "article-journal" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=9715cdd9-d4d7-465a-98ac-de0a56585d80", "http://www.mendeley.com/documents/?uuid=68924bfa-a092-48f1-a8ef-46320c9f9c6e" ] } ], "mendeley" : { "formattedCitation" : "(Merch\u00e1n, G\u00f3mez, & Pintor, 2014)", "manualFormatting" : "(Merch\u00e1n, G\u00f3mez y Pintor, 2014)", "plainTextFormattedCitation" : "(Merch\u00e1n, G\u00f3mez, & Pintor, 2014)", "previouslyFormattedCitation" : "(Merch\u00e1n, G\u00f3mez, & Pintor, 2014)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Merchán, Gómez y Pintor, 2014)

. Por otro lado, se ha observado la importancia de la capacitación en TIC (Tecnologías de la Información y la Comunicación;

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Ministerio de Educación, 2016)

aplicada al entorno de la práctica docente la cual modifica de forma directa las competencias digitales de los docentes frente a sus alumnos

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(Bonilla y Moctezuma, 2017)

. También ha sido de interés para los investigadores, demostrar la necesidad de fortalecer la formación inicial de los docentes y la formación permanente para el desarrollo de las competencias digitales

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(Falcó, 2017)

Se ha dirigido una atención mínima a la investigación desde el compromiso o entusiasmo del docente, para el desarrollo de las competencias digitales. Sabiendo que los docentes dominan las competencias digitales cuando estas están vinculadas al compromiso y responsabilidad social de los docentes en el uso de las TIC

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(Tejada y Pozos, 2018)

; también se detalla que el desarrollo de las competencias digitales provee transformaciones en el proceso enseñanza-aprendizaje, el cual no debe plantearse en el docente como una vía para hacer mejor las cosas, sino como una forma para hacer las cosas de una manera distinta

(Cabero y Martínez, 2019)

; pues la percepción, de la importancia por su trabajo, está íntimamente relacionada con el entusiasmo por el trabajo del docente

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(Paulík, 2020)

, ya que el desarrollo de las competencias digitales, no solo tienen relación con el uso de dispositivos electrónicos, sino incluye el desarrollo de dimensiones pedagógicas, éticas y actitudinales

(Ketil, 2019)

. Por eso en esta realidad del docente digital, es necesario que el docente perfeccione sus actitudes docentes, las cuales reflejan deseos, voluntades y sentimientos

(Vargas, 2016)

, pues estas cumplirán un papel fundamental para un mejor desarrollo del entusiasmo por el trabajo o work engagement.

Pues a raíz de esta crisis, es necesario demostrar los cambios que se dan en los docentes

(Kaden, 2020)

, respecto al entusiasmo del docente por su trabajo con las competencias digitales, ya que es de importancia contextualizar el uso de la tecnología de acuerdo con pedagogías emergentes

(Ketil, 2019)

Al examinar estos contextos del área de educación, donde se analiza la relación del entusiasmo por el trabajo (work engagement) con las competencias digitales en los docentes, se permite identificar la relación que podría ejercer un buen entusiasmo sobre las competencias digitales docentes, para así lograr un mejor desarrollo docente, de igual forma, este análisis servirá como punto de partida para futuros proyectos donde se tendrá en cuenta la contextualización en el uso de la tecnología de acuerdo con las pedagogías emergentes y el compromiso que pueda ejercer el docente en diversas instituciones educativas.

Por último, esta investigación tiene el objetivo: determinar si existe correlación entre el entusiasmo por el trabajo y las competencias digitales, en docentes de inicial y primaria, de igual manera se correrán pruebas de correlación para comprobar la existencia de relación entre el entusiasmo por el trabajo y las 5 dimensiones de competencias digitales en docentes.

Revisión de la literatura

Marco filosófico

Varios pensadores antiguos describen al entusiasmo como una emoción de las entrañas o agitación interior, para la Biblia el entusiasmo es el valor que se le da al momento de servir o ayudar, un ejemplo es Efesios 6:7 nos detalla lo siguiente;

“Servid de buena voluntad, como al Señor y no a los hombres”,

la Biblia pues nos muestra que el entusiasmo es el valor de buena voluntad, el mismo que se muestra mucho mejor cuando se sirve a Dios.

Por otro lado, la Biblia también habla sobre las competencias del ser humano, en 2 Timoteo 3:16-17 dice; “

a fin de que el hombre de Dios sea perfecto, enteramente preparado para toda buena obra

”, la Biblia fue escrita para preparar al hombre para toda buena obra, dicho de esta forma, la Biblia nos muestra que es importante que el hombre esté preparado, con competencias, virtudes y aciertos, los cuales lo lleven a triunfar, siempre haciendo y sirviendo de la mejor manera.

Entusiasmo por el trabajo.

Origen y definici

ón

Las investigaciones muestran que el entusiasmo por el trabajo, está íntimamente relacionado con la psicología positiva, ya que esta se enfoca en fortalezas y contextos propios, comprensión y explicación de factores y procesos salugénicos, los cuales influyen positivamente en la capacidad de un individuo para desarrollar mecanismos de adaptación positiva ante circunstancias negativas

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(Peterson y Seligman, 2004; Schaufeli y Bakker, 2004)

Podemos considerar el entusiasmo por el trabajo como un constructo opuesto al burnout, pues así lo plasma Maslach y Leiter

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(1997)

, ya que podemos definir al burnout como el agotamiento, cinismo, y baja eficacia profesional, y al entusiasmo por el trabajo como energía, involucración y eficacia del profesional en el trabajo

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(Flores, Fernández, Juárez, Merino y Guimet, 2015; Paulík, 2020; Salanova, Martínez y Llorens, 2014)

Así pues el entusiasmo por el trabajo es denominado por Kahn

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(1990)

, como un estado de comprometimiento físico, cognitivo y emocional, en la práctica de un trabajo, también el mismo término es considerado como un estado mental positivo involucrado con el trabajo y caracterizado por el vigor, la dedicación y la absorción del trabajo

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(Salanova et al., 2014; Schaufeli y Bakker, 2004; Schaufeli, Bakker y Salanova, 2006)

Factores del entusiasmo por el trabajo

Los investigadores plantean que existen dos factores muy entrelazados con el entusiasmo por el trabajo, los factores personales (autoeficacia y capital psicológico, resiliencia, características personales y conductas en el trabajo) los cuales relacionarán y comprometerán a los docentes con su trabajo. Por otro lado, los factores organizacionales (clima laboral, sueldo, herramientas de trabajo, etc.), estarían entrelazados con la empresa, los cuales llevarían a que el trabajador, en este caso el docente, tenga una motivación, tanto intrínseca como extrínseca para un buen desarrollo en el trabajo

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(Cárdenas y Jaik, 2014; Salanova y Schaufeli, 2004)

Dimensiones del entusiasmo por el trabajo

Las dimensiones propuestas por los investigadores para el entusiasmo por el trabajo son tres, los cuales se denominan de la siguiente manera; primero,

el vigor

, considerado como los altos niveles de energía y resiliencia en el trabajo, también es considerado como la voluntad y persistencia en situaciones complicadas del trabajo; segundo,

la dedicación

, hace referencia a la fuerte motivación por el trabajo y el sentido de significancia, inspiración, orgullo y desafío hacia el mismo; por último,

la absorción

es considerada como la concentración y el envolvimiento completo en el trabajo, con dificultades para desligarse del mismo y la percepción ligera del tiempo

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(Flores et al., 2015; Pujol-Cols, 2018; Salanova et al., 2000; Schaufeli et al., 2002, 2006)

Competencias digitales docentes.

Definición

Según el Marco de Buen Desempeño Docente la competencia es la capacidad para resolver problemas y lograr propósitos

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(MINEDU, 2018)

, así mismo la competencia digital es entendida como el uso adecuado de medios tecnológicos (ordenadores, programas y navegadores), los cuales permiten acceder, organizar y construir, información para producir conocimiento; por medio de valores, creencias, conocimientos, capacidades y actitudes positivas.

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(Gutiérrez, 2014; Prendes, Gutiérrez y Martínez, 2018; UNESCO, 2019)

En lo que tiene que ver con la docencia es importante que el docente posea competencias digitales para el uso adecuado de las TIC

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(UNESCO, 2019)

, por ello se detalla que la competencia digital docente, demuestra la capacidad del uso de las TIC en un contexto profesional docente, para el desarrollo pedagógico – didáctico, de estrategias en el proceso enseñanza – aprendizaje, en el aspecto digital de los estudiantes

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(Krumsvik, 2011; UNESCO, 2019, 2020)

Añadiendo a esto

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Carrera y Coiduras (2012)

y el INTEF

(2017)

detallan que la competencia digital docente es la capacidad de activar, adoptar y gestionar situaciones reales para lograr de una manera sencilla el aprendizaje incluyendo los conocimientos, capacidades, actitudes y estrategias del docente para alcanzar logros mayores y promover el desarrollo de mejoras e innovaciones permanentes en procesos formativos.

Importancia de las competencias digitales en docentes

En el presente en el Perú no existe un marco general de competencias digitales, promovido por el gobierno, pero para investigaciones se han tomado modelos de competencias digitales docentes de países que promueven esta competencia en los docentes, por ello se detalla que las competencias digitales de los docentes son herramientas las cuales deben ser adquiridas en el desarrollo profesional del docente para el uso de las TIC en el contexto de la escuela

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(Zavala, Muñoz y Lozano, 2016)

, ya que estas competencias digitales de los docentes abarca mucho más que el conocimiento sobre cómo usar las tecnologías, pues es necesario el uso de conocimientos y capacidades para lograr procesos de selección e integración curricular de estas tecnologías

(Prendes et al., 2018)

El uso de las TICs trae consigo la transformación del trabajo docente, ya que las competencias digitales en docentes, deben garantizar, el saber, el saber hacer, el saber estar y el saber hacer en y con las TIC

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(Prendes et al., 2018; Tejada, 2009)

para así lograr un involucramiento pedagógico y social con sus estudiantes

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(Guizado et al., 2019)

. Pues en el presente la competencia digital no sólo nos permite estar relacionados con las tecnologías digitales sino más bien son una necesidad para participar de forma sistemática en la nueva sociedad y economía del conocimiento del siglo XXI

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While in the last decades many efforts to study in depth this particular issue have been made, we think this study requires further study, above all from the new training scenarios propitiated by ICT, which are bringing about a \u2026", "author" : [ { "dropping-particle" : "", "family" : "Tejada", "given" : "Jos\u00e9", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Pozos", "given" : "Katia", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Profesorado, Revista de Curr\u00edculum y Formaci\u00f3n del Profesorado", "id" : "ITEM-1", "issue" : "1", "issued" : { "date-parts" : [ [ "2018" ] ] }, "page" : "25-51", "title" : "Nuevos escenarios Y competencias digitales docentes: Hacia la profesionalizaci\u00f3n docente con tic", "type" : "article-journal", "volume" : "22" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=c9114768-4b78-453d-86e1-b444fe615f2f", "http://www.mendeley.com/documents/?uuid=cf33750c-cef2-4ff1-85b2-91ac0652d6d4" ] }, { "id" : "ITEM-2", "itemData" : { "author" : [ { "dropping-particle" : "", "family" : "UNESCO", "given" : "", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "id" : "ITEM-2", "issued" : { "date-parts" : [ [ "2020" ] ] }, "page" : "23", "title" : "Orientaciones para docentes y recursos digitales para atender a la diversidad en la educaci\u00f3n a distancia en el contexto del COVID-19", "type" : "patent" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=f27b8bbf-73b5-4d5e-bd49-64c3d3a828b6", "http://www.mendeley.com/documents/?uuid=d1416c9e-b6ae-4033-9365-4829295a16b8", "http://www.mendeley.com/documents/?uuid=6c42471b-1524-463c-af44-5844a1d5b3c8" ] }, { "id" : "ITEM-3", "itemData" : { "abstract" : "An\u00e1lisis de impactos, respuestas pol\u00edticas y recomendaciones", "author" : [ { "dropping-particle" : "", "family" : "UNESCO IESELC", "given" : "", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Unesco", "id" : "ITEM-3", "issued" : { "date-parts" : [ [ "2020" ] ] }, "page" : "44", "title" : "COVID-19 y educaci\u00f3n superior : De los efectos inmediatos al d\u00eda despu\u00e9s. An\u00e1lisis de impactos , respuestas pol\u00edticas y recomendaciones", "type" : "article-journal" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=47553c4e-0d73-44ef-b0d2-801e5de455d0", "http://www.mendeley.com/documents/?uuid=d2278480-e5ef-43ce-8e1e-5dfc9dca575e", "http://www.mendeley.com/documents/?uuid=da7b7e9b-454d-4f80-afd1-c5e4b5ee4874" ] } ], "mendeley" : { "formattedCitation" : "(Tejada & Pozos, 2018; UNESCO, 2020; UNESCO IESELC, 2020)", "manualFormatting" : "(Tejada y Pozos, 2018; Alvarez, 2020)", "plainTextFormattedCitation" : "(Tejada & Pozos, 2018; UNESCO, 2020; UNESCO IESELC, 2020)", "previouslyFormattedCitation" : "(Tejada & Pozos, 2018; UNESCO, 2020; UNESCO IESELC, 2020)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Tejada y Pozos, 2018; Alvarez, 2020)

Dimensiones de la autopercepción de competencias digitales

El modelo de autopercepción de competencias digitales de

Pérez y Rodríguez

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(2016)

, y usado también por INTEF

(INTEF, 2017)

propone la autoevaluación de los docentes sobre el uso pedagógico de las competencias digitales, los cuales están basados en cinco aspectos importantes; información, comunicación, creación de contenido, seguridad y resolución de problemas, los cuales son necesarios para lograr percibir el nivel de competencias digitales en docentes.

El INTEF

(INTEF, 2017)

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Pérez y Rodríguez (2016)

detallan las cinco competencias digitales (C.D.) de un docente de la siguiente manera: 1) a la C.D. de

información y alfabetización

informacional

la relacionan con la i

dentificación, localización, obtención, almacenamiento, organización, análisis de información digital, datos y contenidos digitales, con finalidad y relevancia en las tareas docentes; 2) la

C.D.

comunicación y colaboración

está relacionada con la comunicación en entornos digitales, el compartir recursos a través de herramientas en línea, conectar y colaborar con otros a través de herramientas digitales, interactuar y participar en comunidades y redes; con el fin de crear conciencia intercultural; 3) la

C.D.

desarrollo de contenidos digitales

es en sí, el crear contenidos digitales en diversos formatos, como contenidos multimedia, edición y mejora del contenido de creación propia o ajena; 4) en las C.D. de

seguridad

es importante relacionarlas con la protección de información y datos personales, protección de la identidad digital, protección de los contenidos digitales, medidas de seguridad y uso responsable y seguro de la tecnología; 5) p

or último, la C.D. de

resolución de problemas

está estrechamente enlazada

con la identificación de necesidades en uso de recursos digitales, toma de decisiones informadas sobre herramientas digitales apropiadas según el propósito y la necesidad, resolución de problemas conceptuales a través de medios digitales, uso de tecnologías de forma creativa, resolución de problemas técnicos, y actualización de su propia competencia y la de otros.

El entusiasmo por el trabajo y la autopercepción de competencias digitales docentes

Las competencias digitales docentes son importantes para un buen desarrollo del profesionalismo docente

ADDIN CSL_CITATION { "citationItems" : [ { "id" : "ITEM-1", "itemData" : { "DOI" : "10.21503/hamu.v6i1.1574", "ISSN" : "2313-7878", "abstract" : "Analizar los niveles de Aprendizaje Autorregulado de estudiantes de psicolog\u00eda en l\u00ednea de nuevo ingreso y su relaci\u00f3n con variables sociodemogr\u00e1fcas en cuatro generaciones consecutivas fue el objetivo que impulso todo este trabajo. La muestra estuvo conformada por 896 estudiantes, de los cuales 242 fueron hombres y 654 mujeres con una media de edad de 32.2 a\u00f1os. Se trata de unestudio cuantitativo, longitudinal de tendencia, dado que se realiz\u00f3 una medici\u00f3n por cada grupo de nuevo ingreso a la licenciatura durante cuatro semestres. El alcance es correlacional, ya que se emplean variables sociodemogr\u00e1fcas para establecer diferencias de medias y encontrar la in\ufb02uencia entre estas variables y la autorregulaci\u00f3n. Para ello se emple\u00f3 el Cuestionario de Motivaci\u00f3n y Estrategias de Aprendizaje, el cual cuenta con la Escala de Motivaci\u00f3n y la Escala de Estrategias de Aprendizaje, cada una con sub escalas. Se encontr\u00f3 que son las mujeres quienes reportan mayores niveles de orientaci\u00f3n a metas extr\u00ednsecas y un mayor nivel de Estrategias de Aprendizaje, al igual que el grupo de estudiantes divorciados. Aquellos estudiantes con m\u00e1s de 36 a\u00f1os reportan mayores niveles de Estrategias de Aprendizaje; tambi\u00e9n se encontr\u00f3 que los estudiantes de semestres m\u00e1s actuales referen una ligera tendencia a contar con mejores Estrategias de Aprendizaje.", "author" : [ { "dropping-particle" : "", "family" : "Guizado", "given" : "Felipe", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Menacho", "given" : "Isabel", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Salvatierra", "given" : "Angel", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Hamut'Ay", "id" : "ITEM-1", "issue" : "1", "issued" : { "date-parts" : [ [ "2019" ] ] }, "page" : "54-70", "title" : "Competencia digital y desarrollo profesional de los docentes de dos instituciones de educaci\u00f3n b\u00e1sica regular del distrito de Los Olivos, Lima-Per\u00fa incoming online psychology students)", "type" : "article-journal", "volume" : "6" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=f7fdf262-70fc-4534-a5c7-7fe2cefb06de", "http://www.mendeley.com/documents/?uuid=92d75b7f-0616-4352-a0fa-97c238d7212b" ] } ], "mendeley" : { "formattedCitation" : "(Guizado et al., 2019)", "plainTextFormattedCitation" : "(Guizado et al., 2019)", "previouslyFormattedCitation" : "(Guizado et al., 2019)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Guizado et al., 2019)

; por otro lado, encontramos que el entusiasmo por el trabajo está muy relacionado con la percepción de la significación de su trabajo

ADDIN CSL_CITATION { "citationItems" : [ { "id" : "ITEM-1", "itemData" : { "author" : [ { "dropping-particle" : "", "family" : "Maldonado", "given" : "Hedy", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Carhuancho", "given" : "Irma", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Venturo", "given" : "Carlos", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Flores", "given" : "David", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Guti\u00e9rrez", "given" : "Natalia", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "International Journal of Scientific & Technology Research", "id" : "ITEM-1", "issue" : "02", "issued" : { "date-parts" : [ [ "2020" ] ] }, "page" : "3852-3857", "title" : "Engagement In Teachers Of An Educational", "type" : "article-journal", "volume" : "9" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=2f57f67c-5b10-4c98-86b2-b36fa0dd7988", "http://www.mendeley.com/documents/?uuid=ba135162-920c-4516-a3a6-7e21caea7429" ] }, { "id" : "ITEM-2", "itemData" : { "DOI" : "10.15804/tner.2020.59.1.16", "ISSN" : "17326729", "abstract" : "This paper explores a number of psychological factors related to work engagement in teachers. Using a sample of 449 lower and upper secondary school teachers, it focuses on the Big Five personality traits, respondents\u2019 age, and several factors based on the teachers\u2019 subjective evaluation of their work \u2013 including the meaningfulness of their work, job satisfaction, and workload. The results indicate that teachers\u2019 work engagement is connected primarily with their job satisfaction and perception of the meaningfulness of their work (which functioned as predictors), as well as respondents\u2019 Big Five personality traits (of which extraversion and conscientiousness were predictors). Perceived workload emerged as a negative predictor.", "author" : [ { "dropping-particle" : "", "family" : "Paul\u00edk", "given" : "Karel", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "The New Educational Review", "id" : "ITEM-2", "issue" : "1", "issued" : { "date-parts" : [ [ "2020" ] ] }, "page" : "203-213", "title" : "Some psychological factors related to work engagement in teachers", "type" : "article-journal", "volume" : "59" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=6cf04335-3aa4-492a-aacf-16dff62509fd", "http://www.mendeley.com/documents/?uuid=5e0ab607-aa09-4ce1-bb52-7c4bc9d05ff8" ] } ], "mendeley" : { "formattedCitation" : "(Maldonado, Carhuancho, Venturo, Flores, & Guti\u00e9rrez, 2020; Paul\u00edk, 2020)", "manualFormatting" : "(Maldonado, Carhuancho, Venturo, Flores y Guti\u00e9rrez, 2020; Paul\u00edk, 2020)", "plainTextFormattedCitation" : "(Maldonado, Carhuancho, Venturo, Flores, & Guti\u00e9rrez, 2020; Paul\u00edk, 2020)", "previouslyFormattedCitation" : "(Maldonado, Carhuancho, Venturo, Flores, & Guti\u00e9rrez, 2020; Paul\u00edk, 2020)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Maldonado, Carhuancho, Venturo, Flores y Gutiérrez, 2020; Paulík, 2020)

; el entusiasmo docente será positivo si su trabajo es percibido de forma positiva.

Por otro lado,

Zahed et al.

(2019)

proponen que las variables como cultura escolar, empoderamiento docente y características del trabajo tienen efecto en el entusiasmo por el trabajo del docente, variables que dan autonomía al docente al momento de desarrollar sus competencias digitales para el desarrollo de las TIC

ADDIN CSL_CITATION { "citationItems" : [ { "id" : "ITEM-1", "itemData" : { "ISSN" : "1989-6395", "abstract" : "Resumen: La formaci\u00f3n del profesorado en el contexto actual tiene como referencia el perfil profesional y, por ende, las competencias profesionales docentes. Si bien se han realizado bastantes esfuerzos de aproximaci\u00f3n en la \u00faltima d\u00e9cada, consideramos que a\u00fan hay que profundizar m\u00e1s, sobre todo desde la consideraci\u00f3n de los nuevos escenarios propiciados por las Tecnolog\u00edas de la Informaci\u00f3n y la Comunicaci\u00f3n (TIC), que est\u00e1n permitiendo toda una redefinici\u00f3n, no solo del perfil en clave de nuevas funciones y roles profesionales, sino tambi\u00e9n de las propias competencias profesionales, competencias digitales. Esto nos lleva asumir que es necesario profundizar en la estructura competencial digital de los profesores para despu\u00e9s reajustar el sentido de la formaci\u00f3n para los mismos en la misma direcci\u00f3n del desarrollo profesional, tanto a trav\u00e9s de la formaci\u00f3n inicial como la formaci\u00f3n continua para su logro, al margen ahora de la escenograf\u00eda, modalidad, secuencia, recursos, evaluaci\u00f3n y reconocimiento o acreditaci\u00f3n de dicha formaci\u00f3n (o adquisici\u00f3n de la competencia digital, por otras v\u00edas: aprendizaje no formal o informal). Esta preocupaci\u00f3n por la estructura competencial no es nueva, pero si reci\u00e9n. Ha sido a partir de la \u00faltima d\u00e9cada y en particular a partir del 2008 (ISTE, 2008, aunque tiene or\u00edgenes anteriores; UNESCO, 2008), como primeros exponentes de la emergencia de esfuerzos sobre el aquilatamiento de la competencia digital de los profesores, produciendo otros tantos est\u00e1ndares sobre ella. Si bien, no existe un consenso sobre el particular, nos parece de relevancia la preocupaci\u00f3n de cara al perfilamiento digital docente, \u2014clave y referencia de una formaci\u00f3n con sentido\u2014, la superaci\u00f3n de determinados cursos de divulgaci\u00f3n o alfabetizaci\u00f3n tecnol\u00f3gica m\u00e1s que pedag\u00f3gica (integraci\u00f3n pedag\u00f3gica de las TIC). En esta direcci\u00f3n y en consideraci\u00f3n de los nuevos escenarios, apuntamos un modelo para la integraci\u00f3n de la competencia digital en el perfil profesional del docente universitario, al igual que reflexionamos sobre algunas implicaciones para la formaci\u00f3n de formadores. Abstract: In the current context, training of trainers has, as a referent, the professional profile and thus, the teachers\u2019 professional competencies. While in the last decades many efforts to study in depth this particular issue have been made, we think this study requires further study, above all from the new training scenarios propitiated by ICT, which are bringing about a \u2026", "author" : [ { "dropping-particle" : "", "family" : "Tejada", "given" : "Jos\u00e9", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Pozos", "given" : "Katia", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Profesorado, Revista de Curr\u00edculum y Formaci\u00f3n del Profesorado", "id" : "ITEM-1", "issue" : "1", "issued" : { "date-parts" : [ [ "2018" ] ] }, "page" : "25-51", "title" : "Nuevos escenarios Y competencias digitales docentes: Hacia la profesionalizaci\u00f3n docente con tic", "type" : "article-journal", "volume" : "22" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=c9114768-4b78-453d-86e1-b444fe615f2f", "http://www.mendeley.com/documents/?uuid=cf33750c-cef2-4ff1-85b2-91ac0652d6d4" ] }, { "id" : "ITEM-2", "itemData" : { "ISBN" : "9789233001213", "author" : [ { "dropping-particle" : "", "family" : "UNESCO", "given" : "", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "id" : "ITEM-2", "issued" : { "date-parts" : [ [ "2019" ] ] }, "number-of-pages" : "63", "publisher" : "Organizaci\u00f3n de las Naciones Unidas para la Educaci\u00f3n, la Ciencia y la Cultura", "publisher-place" : "Paris", "title" : "Marco de competencias de los docentes en materia de TIC", "type" : "report" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=3a9a72e0-efd3-4091-a64a-b8875dde03f5", "http://www.mendeley.com/documents/?uuid=b3c459a3-5baa-42c1-bb05-019bb6e1526a", "http://www.mendeley.com/documents/?uuid=d9a4a28f-a998-4602-8b53-aa4de044167c" ] } ], "mendeley" : { "formattedCitation" : "(Tejada & Pozos, 2018; UNESCO, 2019)", "manualFormatting" : "(Tejada y Pozos, 2018; UNESCO, 2019)", "plainTextFormattedCitation" : "(Tejada & Pozos, 2018; UNESCO, 2019)", "previouslyFormattedCitation" : "(Tejada & Pozos, 2018; UNESCO, 2019)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Tejada y Pozos, 2018; UNESCO, 2019)

. De forma directa, no existe una investigación que relacione ambas variables, las cuales son de importancias para el desarrollo y el planeamiento de modelos educativos y marcos de competencias digitales en docentes del Perú.

Metodología

Tipo de investigación

La investigación tiene un diseño descriptivo, correlacional, de enfoque cuantitativo y de corte trasversal

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(Hernandez, Fernandez y Baptista, 2010)

, para encontrar la relación entre el entusiasmo por el trabajo y la autopercepción de las competencias digitales en docentes.

Diseño de investigación

Para el desarrollo de la investigación, se ha trabajado con seis hipótesis estadísticas: una hipótesis general y cinco hipótesis específicos, las mismas que tienen relación con la formulación de los objetivos y de los problemas. Se trabajó con un diseño transeccional correlacional de tipo causal. Su esquema es el siguiente:

Tiempo único:

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(Quinta hipótesis específica)

Donde

X = Entusiasmo por el trabajo

Y = Competencias digitales

= Competencia de información digital

= Competencia de comunicación digital

= Competencia de creación de contenidos digitales

= Competencia de seguridad digital

= Competencia de resolución de problemas digitales

Participantes

La investigación se realizó con una población de docentes de ambos sexos, con el cargo de docentes de inicial y primaria en instituciones de una entidad religiosa y privada ubicadas en Lima. La muestra de este trabajo de investigación es de tipo no probabilística por conveniencia, en la cual todos los elementos de la población tienen la misma probabilidad de ser elegidos; la muestra está conformada por 103 docentes de inicial y primaria de diversas edades y de diversas instituciones ubicadas en Lima, pertenecientes a una entidad religiosa y privada.

Delimitación geográfica y temporal

La investigación se realizó en varias Instituciones Educativas de Lima, pertenecientes a una entidad religiosa y privada en el departamento de Lima, Perú, con todos los docentes de nivel inicial y primaria. El estudio empezó en agosto del 2020 y terminó en el mes de diciembre del 2020.

Criterios de inclusión y exclusión

Dentro de los criterios de inclusión, se consideró a docentes de nivel inicial y primaria pertenecientes a las Instituciones de la entidad religiosa – privada, de igual forma a docentes de ambos sexos (hombre y mujer), de diversas edades. Mientras que s

e excluyeron a los docentes que no participaron en la encuesta virtual, y a los docentes en capacitación o licencia docente.

Proceso de recolección de datos

Para la recolección de datos se solicitó el permiso correspondiente a la entidad religiosa y privada, con el fin de conseguir identificación y autorización de esta. Posteriormente se procedió a enviar el link de la encuesta virtual, por medio de las encuestas de google, para que los docentes lo desarrollen en el periodo de una semana, las cuales fueron llenadas individualmente por cada docente, junto con el consentimiento informado para la autorización personal de cada docente y su participación en la investigación. El horario de recolección fue abierto durante la semana evaluada. Los datos fueron recogidos en las dos escalas con respuesta de tipo Likert.

Procesamiento y análisis de datos

En el procesamiento y análisis de datos descriptivos y correlacionales se utilizó el programa estadístico SPSS versión 25.

Definición conceptual de las variables

Entusiasmo por el trabajo

Estado mental positivo involucrado con el trabajo y caracterizado por el vigor, la dedicación y la absorción del trabajo

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(Salanova et al., 2014)

Competencias digitales autopercibidas del docente

Uso creativo, crítico y seguro de tecnologías de información y comunicación para alcanzar los objetivos relacionados con el trabajo, la empleabilidad, el aprendizaje, el tiempo libre, la inclusión y la participación en la sociedad

(INTEF, 2017)

Operacionalización de variables

Tabla

SEQ Tabla \* ARABIC

Matriz de operacionalización de entusiasmo por el trabajo y sus dimensiones

Variable

Dimensión

Conceptualización

Ítems

Entusiasmo por el trabajo

Vigor

Altos niveles de energía y resiliencia mental mientras se trabaja

1,2,3,4,5

Dedicación

Estado de motivación en el trabajo de un nivel alto

6,7,8,9,10

Absorción

Estado completamente concentrado y envuelto en el trabajo, con dificultad para desapegarse de él

11,12,13,14,15

Tabla

SEQ Tabla \* ARABIC

Matriz de operacionalización de competencias digitales percibidas del docente y sus dimensiones

Variable

Dimensión

Conceptualización

Ítems

Competencias digitales autopercibidas del docente

Información

Identificar, localizar, obtener, almacenar, organizar y analizar información digital, evaluando su finalidad y relevancia

1,2,3

Comunicación

Interactuar en entornos digitales, compartir recursos por medio de herramientas en red, conectar con otros y colaborar mediante herramientas digitales

4,5,6,7,8,9

Creación de contenidos

Crear y editar contenidos digitales nuevos, integrar y reelaborar conocimientos y contenidos previos, realizar producciones artísticas, contenidos multimedia y programación informática

10,11,12,13

Seguridad

Protección de información y datos personales, protección de la identidad digital, medidas de seguridad, uso responsable y seguro

14,15,16,17

Resolución de problemas

Identificar necesidades de uso de recursos digitales, tomar decisiones informadas sobre las herramientas digitales más apropiadas según el propósito o la necesidad, resolver problemas conceptuales a través de medios digitales

18,19,20,21

Instrumentos

Entusiasmo por el trabajo (Escala UWES)

La escala UWES (en inglés Utrecht Work Engagement Scale) fue desarrollada por

Schaufeli et al.

(Schaufeli et al., 2002)

, con 24 ítems, posteriormente en

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(Salanova & Schaufeli, 2004)

realizan una versión más corta de 15 ítems, la cual dio resultados positivos con el constructo tridimensional, dando así una alfa de Cronbach de .77 en vigor, .89 en dedicación y un .73 en absorción.

En la adaptación para el Perú, en docentes de 24 a 69 años,

Flores et al.

(Flores et al., 2015)

, realizan una comparación entre la escala UWES 15 y la escala UWES 9, la cual se diferencia por el número de ítems, donde se obtiene resultados positivos en la escala UWES 15 con un alfa de Cronbach de 0.79 para vigor, 0.82 para dedicación y 0.66 para absorción, detallando como una prueba apta para identificar el nivel de entusiasmo o compromiso laboral de los docentes, prueba también usada en recientes investigaciones en américa latina por

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Por otro lado, el segundo objetivo es estudiar la relaci\u00f3n de las etapas del desarrollo profesional, del capital psicol\u00f3gico y el engagement con el burnout de los docentes universitarios. La muestra es intencional, no probabil\u00edstica y estuvo compuesta por 250 profesores universitarios, con una media de edad de 39 a\u00f1os (M = 39.5 y un DT = 11.15), 51% de los participantes eran mujeres. El 38% de los participantes ejercen la docencia universitaria hace 5 a\u00f1os o menos, el 27% lo hace entre 6 y 10 a\u00f1os y el 35% hace m\u00e1s de 11 a\u00f1os que ejerce la docencia universitaria. Para evaluar las variables se utilizaron las versiones espa\u00f1olas del Psychological Capital Questionnaire, Utrecht Work Engagement Scale y el Oldenburg Burnout Inventory. 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Por \u00faltimo, el capital psicol\u00f3gico (espec\u00edficamente las dimensiones de optimismo y esperanza) as\u00ed como el engagement (espec\u00edficamente las dimensiones de vigor y dedicaci\u00f3n) inhiben el surgimiento de burnout en docentes universitarios.", "author" : [ { "dropping-particle" : "", "family" : "Mesurado", "given" : "Bel\u00e9n", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Laudad\u00edo", "given" : "Julieta", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Prop\u00f3sitos y Representaciones", "id" : "ITEM-4", "issue" : "3", "issued" : { "date-parts" : [ [ "2019" ] ] }, "page" : "12", "title" : "Experiencia profesional, capital psicol\u00f3gico y engagement. Su relaci\u00f3n con el burnout en docentes universitarios", "type" : "article-journal", "volume" : "7" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=85d571c7-2ebd-4d33-b4a1-c66d00ced7db", "http://www.mendeley.com/documents/?uuid=01d097cf-fd2e-410c-95de-f4c89a616d26" ] }, { "id" : "ITEM-5", "itemData" : { "DOI" : "10.18046/j.estger.2018.149.2839", "ISSN" : "0123-5923", "abstract" : "La evidencia acerca del modo en que los recursos personales interact\u00faan con los recursos laborales para predecir el entusiasmo laboral (work engagement) ha sido limitada e inconsistente. Este art\u00edculo tiene por objetivo examinar los efectos directos e interactivos de las autoevaluaciones esenciales (core self-evaluations, CSE) y la autonom\u00eda sobre el work engagement en una muestra de 136 acad\u00e9micos argentinos. Por un lado, los resultados de los an\u00e1lisis de regresiones jer\u00e1rquicas revelan que tanto la autonom\u00eda como las CSE exhiben un efecto positivo sobre el work engagement. Por el otro, los resultados tambi\u00e9n demuestran que los efectos de la autonom\u00eda sobre dos dimensiones del work engagement, la dedicaci\u00f3n y la absorci\u00f3n, se ven moderados por las CSE.", "author" : [ { "dropping-particle" : "", "family" : "Pujol-Cols", "given" : "Lucas", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Estudios Gerenciales", "id" : "ITEM-5", "issue" : "149", "issued" : { "date-parts" : [ [ "2018", "12" ] ] }, "page" : "361-372", "title" : "Autoevaluaciones esenciales y autonom\u00eda: un estudio de sus efectos directos e interactivos sobre el entusiasmo laboral en profesionales argentinos", "type" : "article-journal", "volume" : "34" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=4f417e57-c041-4824-bcd0-14911423846d", "http://www.mendeley.com/documents/?uuid=b6b57665-6a09-471b-a64e-2cfa0730011c" ] } ], "mendeley" : { "formattedCitation" : "(Circular HR, 2019; Mesurado & Laudad\u00edo, 2019; Pujol-Cols, 2018; Pujol-Cols & Lazzaro-Salazar, 2018; Villa, Moreno-Jim\u00e9nez, Rodr\u00edguez, & Sans, 2019)", "manualFormatting" : "(Circular HR, 2019; Mesurado y Laudad\u00edo, 2019; Pujol, 2018; Pujol y Lazzaro, 2018; Villa, Moreno, Rodr\u00edguez y Sans, 2019)", "plainTextFormattedCitation" : "(Circular HR, 2019; Mesurado & Laudad\u00edo, 2019; Pujol-Cols, 2018; Pujol-Cols & Lazzaro-Salazar, 2018; Villa, Moreno-Jim\u00e9nez, Rodr\u00edguez, & Sans, 2019)", "previouslyFormattedCitation" : "(Circular HR, 2019; Mesurado & Laudad\u00edo, 2019; Pujol-Cols, 2018; Pujol-Cols & Lazzaro-Salazar, 2018; Villa, Moreno-Jim\u00e9nez, Rodr\u00edguez, & Sans, 2019)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Circular HR, 2019; Mesurado y Laudadío, 2019; Pujol, 2018; Pujol y Lazzaro, 2018; Villa, Moreno, Rodríguez y Sans, 2019)

, la misma con valores positivos y similares de confiabilidad.

En cuanto a la calificación e interpretación, la escala de 15 ítems, es evaluada a través de una escala de Likert de 0 a 6 puntos, con las siguientes opciones de respuesta; Nunca (0), Esporádicamente (1), De vez en cuando (2), Regularmente (3), Frecuentemente (4), Muy frecuentemente (5), Diariamente (6). La interpretación de los puntajes es de forma directa, en si a mayor puntaje, el docente presenta mayor entusiasmo por el trabajo.

Competencia digital percibida (Escala ACDD)

La escala de ACDD (en español Autopercepción de Competencias Digitales Docentes), fue creada por

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Pérez y Rodríguez (2016)

con 21 ítems, y un alfa de Cronbach de .934, en la validación en el contexto peruano el alfa de Cronbach es de .953 en la investigación de

ADDIN CSL_CITATION { "citationItems" : [ { "id" : "ITEM-1", "itemData" : { "abstract" : "El problema de la excesiva proliferaci\u00f3n de algas en los embalses de agua durante mucho tiempo han sido reconocidos, las floraciones algales nocivas son consideradas como desastres para los ecosistemas acu\u00e1ticos. Es un fen\u00f3meno cuya existencia se conoce hace siglos y contin\u00faa afectando a varios pa\u00edses alrededor del mundo. Tomando en consideraci\u00f3n lo anterior proponemos una opci\u00f3n de monitorear las floraciones algales mediante indicadores de concentraci\u00f3n de clorofila y temperatura superficial en el embalse de Condoroma utilizando t\u00e9cnicas de teledetecci\u00f3n. El presente trabajo est\u00e1 basado en el an\u00e1lisis y comparaci\u00f3n de los datos recabados a lo largo de 5 meses de muestreo in situ en el embalse de condoroma. Dichos datos se refieren a 2 de los principales indicadores de floraciones algales como lo son la clorofila a y la temperatura superficial, as\u00ed mismo estos datos ser\u00e1n obtenidos por el procesamiento de las im\u00e1genes satelitales. Los resultados obtenidos fueron analizados con los datos brindados por los sensores remotos para formular una ecuaci\u00f3n que permita estimar el contenido de clorofila -a y temperatura superficial, estableciendo un sistema de vigilancia satelital de floraciones algales en el embalse de condoroma mediante la sucesi\u00f3n de im\u00e1genes y su posterior an\u00e1lisis. Con esta investigaci\u00f3n se busca poder crear antecedentes para la utilizaci\u00f3n de tecnolog\u00eda espacial en el estudio de las floraciones algales pudiendo realizar monitoreos constantes y a bajo costo, garantizando la buena gesti\u00f3n de la calidad del agua de los embalses de la regi\u00f3n Arequipa. Palabras", "author" : [ { "dropping-particle" : "", "family" : "Hancco", "given" : "Jean", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "id" : "ITEM-1", "issued" : { "date-parts" : [ [ "2018" ] ] }, "number-of-pages" : "124", "publisher" : "Universidad Nacional de San Agust\u00edn de Arequipa", "title" : "Las competencias digitales y su relaci\u00f3n con la gesti\u00f3n de la informaci\u00f3n de los docentes de la instituci\u00f3n educativa particular la Cantuta Arequipa-2018", "type" : "thesis" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=c4d41d45-3121-4cec-9ccb-e59e5cef74b4", "http://www.mendeley.com/documents/?uuid=954c88b2-9225-4310-9a3d-1adb1a254df7" ] } ], "mendeley" : { "formattedCitation" : "(Hancco, 2018)", "plainTextFormattedCitation" : "(Hancco, 2018)", "previouslyFormattedCitation" : "(Hancco, 2018)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Hancco, 2018)

, lo cual da un visto bueno para la aplicación de dicha escala. Donde su muestra es de docentes, y la finalidad de dicha escala es observar el nivel con el que el docente autopercibe sus competencias digitales. En cuanto a la calificación e interpretación, la escala de 21 ítems, es evaluada a través de la escala de Likert de 1 a 4 puntos, con las siguientes opciones de respuesta; soy muy poco capaz (1), soy algo capaz (2), soy bastante capaz (3), soy plenamente capaz (4). La interpretación de los puntajes es de forma directa, eso quiere decir que a mayor puntaje mayor nivel de autopercepción de la competencia digital de docentes.

Resultados

Análisis descriptivo

Datos sociodemográficos

En la tabla 3 podemos apreciar que las variables demográficas que se estudiaron fueron; edad, sexo, nivel educativo, cargo y estado civil. En la muestra se halla que en la variable edad, el 50,5% de los docentes tienen entre 36 y 50 años, también nos damos cuenta que el 84,5% de los docentes son del sexo femenino, otro dato importante, es que el 52,4 % de los docentes tienen el nivel académico de Licenciados, también en la muestra se observa que el 76,7% son docentes de primaria y el 23,3% son docentes de inicial. Por ultimo encontramos que el 74,8% de los docentes son casados. Todos estos datos nos revelan el estado actual de la población y sus posibles respuestas de correlación, entre las variables de estudio.

Tabla 3

Datos sociodemográficos de la población

Variable

Frecuencia

Porcentaje

Edad

20 - 35 años

35.9

36 - 50 años

50.5

51 - 67 años

13.6

Sexo

Hombre

15.5

Mujer

84.5

Nivel Educativo

Bachiller

42.7

Licenciado

52.4

Magister

4.9

Cargo

Docente de Inicial

23.3

Docente de Primaria

76.7

Estado civil

Soltero

25.2

Casado

74.8

Entusiasmo por el trabajo

En la tabla 4 observamos los niveles del entusiasmo por el trabajo y de sus dimensiones, donde podemos resaltar que el 95,1% de los docentes de inicial y primaria tienen un nivel alto del entusiasmo por el trabajo, lo que nos muestra que existe el entusiasmo por su trabajo en docentes, de la misma manera para sus dimensiones como el vigor con un 89,3%, la dedicación con un 97,1% y la absorción con un 80,6% todos en un nivel alto. Esto nos muestra que relativamente los docentes si tienen entusiasmo por el trabajo en el presente y en altos niveles.

Tabla 4

Niveles del entusiasmo por el trabajo y sus dimensiones

Áreas

Bajo

Moderado

Alto

Vigor

10,7

89,3

Dedicación

2,9

100

97,1

Absorción

1,0

18,4

80,6

Entusiasmo por el trabajo

4,9

95,1

Competencias digitales autopercibidas

En la tabla 5 analizaremos los niveles de las competencias digitales autopercibidas en los docentes de inicial y primaria, donde se observa que el 52,4% de los docentes tienen un nivel alto de competencias digitales, y un 42,7% de los docentes tienen un nivel moderado de competencias digitales, también en la dimensión de información observamos que el 38,8% de los docentes tienen un nivel moderado y un 58,3% un nivel alto de información digital como una competencia, por otro lado en la dimensión de comunicación el 64,1% de los docentes tiene un nivel alto de comunicación digital como competencia, seguidamente se observa en la dimensión de creación de contenidos que el 43,7% de los docentes tiene un nivel moderado de creación de contenido digital como competencia, además en la dimensión de seguridad el 53,4% de los docentes tiene una nivel alto de conocimiento sobre seguridad digital; por último, se analiza la competencia de resolución de problemas digitales donde el mayor porcentaje encontramos para el nivel moderado con un 47,6%. Estos datos nos dan un detalle de la existencia de competencias digitales en docentes en el presente, también nos muestra que la dimensión aún necesita mejorar para obtener mejores resultados.

Tabla 5

Niveles de las competencias digitales autopercibidas y sus dimensiones

Áreas

Bajo

Moderado

Alto

Información

2,9

38,8

58,3

Comunicación

3,9

32,0

64,1

Creación de contenidos

24,3

43,7

32,0

Seguridad

6,8

39,8

53,4

Resolución de problemas

21,4

47,6

31,1

Competencias digitales

5,8

41,7

52,4

Pruebas de normalidad

Para medir las variables y dimensiones de esta investigación se realizó la prueba de normalidad estadística de Kolmogórov-Smirnov ya que nuestra muestra de estudio es mayor a 50 personas.

Los resultados de la tabla 6 demuestran que la variable de entusiasmo por el trabajo, no presenta una distribución normal, ya que p < 0,05 (p=0,000), a diferencia de la variable competencias digitales docentes, la cual si presenta una distribución normal, ya que p > 0,05 (p=0,200), pero las dimensiones de las competencias digitales docentes no, ya que cada dimensión de las competencias digitales, tiene el nivel de significancia menor a 0,05, por lo cual podemos decir que las dimensiones de las competencias digitales no siguen una distribución normal, siendo así se utilizará la prueba no paramétrica de correlación de Spearman (rho), para medir la correlación entre entusiasmo por el trabajo con las competencias digitales autopercibidas y sus dimensiones.

Tabla 6

Pruebas de normalidad

Kolmogorov-Smirnov

Estadístico

Sig.

Entusiasmo por el trabajo

0,126

103

0,000

Competencias digitales

0,060

103

0,200

Información

0,199

103

0,000

Comunicación

0,164

103

0,000

Creación de contenidos

0,104

103

0,008

Seguridad

0,117

103

0,001

Resolución de problemas

0,133

103

0,000

Correlación entre variables

Para medir la correlación entre las variables en estudio se desarrolló las pruebas de correlación de Spearman, por ello en la tabla 7 se muestra que el entusiasmo por el trabajo y las competencias digitales autopercibidas, tienen una relación positiva de 0,042 < 0,05 con un nivel de correlación bajo de

0,201, lo cual da evidencia que existe relación entre el entusiasmo por el trabajo y las competencias digitales en docentes de inicial y primaria, en un nivel bajo.

Por otro lado, se observa la relación del entusiasmo por el trabajo con tres dimensiones de las competencias digitales docentes, donde entusiasmo por el trabajo e información digital, se relacionan 0,028 < 0,05 con un nivel de correlación bajo 0,216, de igual forma para entusiasmo por el trabajo con comunicación digital donde si existe relación 0,010 < 0,05 de nivel bajo 0,254, así mismo se comprueba que la relación entre entusiasmo por el trabajo y seguridad digital existe 0,004 < 0.05 con un nivel de correlación bajo 0,281.

Por lo contrario, el entusiasmo por el trabajo no se relaciona con dos dimensiones de las competencias digitales docentes, como la dimensión de creación de contenidos ya que p es mayor a 0,05, (

0,375 > 0,05

), por lo que se concluye que no existe relación entre entusiasmo por el trabajo con creación de contenido digital, de la misma forma con la dimensión de resolución de problemas, ya que el valor de p es 0,277 el cual es mayor que 0,05 por lo que se establece estadísticamente que no existe relación entre entusiasmo por el trabajo y resolución de problemas digitales.

Tabla 7

Correlación entre entusiasmo por el trabajo y competencias digitales autopercibidas

Entusiasmo por el trabajo

Coeficiente de correlación

Rho de Spearman

Competencias digitales

0,201

0,042

103

Información

0,216

0,028

103

Comunicación

0,254

0,010

103

Creación de contenidos

0,088

0,375

103

Seguridad

0,281

0,004

103

Resolución de problemas

0,108

0,277

103

Con estos resultados se evidencia la existencia de entusiasmo por el trabajo y competencias digitales docentes y también la existencia de correlación entre estas dos variables.

Discusión

En el análisis de los resultados, hemos hallado primero, que la relación entre el entusiasmo por el trabajo y las competencias digitales docentes existe, con un nivel bajo

(rho =

0,201

p= 0,042 < 0,05) de correlación, con ello respondemos a

Rojas y Romero

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(2019)

, los cuales detallan que no existía evidencias sobre la relación entre la actitud docente y el empleo de implementos digitales en la educación en el Perú, con esta investigación podemos especificar la necesidad de promover el entusiasmo o la actitud en los docentes, para así lograr mejor desempeño en el área digital, ya que según las investigaciones existe poca evidencia sobre aquello, más existen estudios con variables un poco similares, como las competencias digitales y la autoestima docente, que según

Ibañez

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(2017)

, existe una relación alta, directa y positiva entre ambas variables y también las competencias digitales de los docentes y el desempeño pedagógico, donde se comprueba que existe relación entre estas variables con un nivel alto de correlación: p= 0,00; rho=0,951

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(Espino, 2018)

. Detallando teóricamente el resultado podemos decir que esta relación de variables entre el entusiasmo por el trabajo y las competencias digitales se da por la importancia del compromiso y responsabilidad del docente en el uso de los medios digitales: TIC

(Tejada y Pozos, 2018)

los cuales terminan sido un resultado del entusiasmo, por otro lado los investigadores plantean la importancia de las competencias digitales y la transformación que le da al proceso educativo, lo que trae consigo una manera distinta de percibir la enseñanza, pues la percepción del trabajo es importante para tener un buen entusiasmo

ADDIN CSL_CITATION { "citationItems" : [ { "id" : "ITEM-1", "itemData" : { "DOI" : "10.30827/profesorado.v23i3.9421", "ISBN" : "0000000260305", "ISSN" : "19896395", "abstract" : "The talk about teacher training in Information and Communication Technologies implies the study of different dimensions and principles, contemplating the indications that different studies and papers have pointed out. In today's society, it is clear that the significance of ICTs to improve quality and educational performance is not only determined by their presence, but also by different transformations that involve going from using them only as a way to consume knowledge, to see them as tools to enrich them, create them and generate them. From this point, investment in professional development is more important than investing in resources related to technology, being an important factor for its inclusion, not only considering its use to do better the things we do without them, but to do things completely different. From this point of view, we present this article, which describes a journey through some of the bases and models, analysing the problem of training in the digital competences that must be possessed by teachers when incorporating them into their teaching and professional practice.", "author" : [ { "dropping-particle" : "", "family" : "Cabero", "given" : "Julio", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Mart\u00ednez", "given" : "Almudena", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Profesorado", "id" : "ITEM-1", "issue" : "3", "issued" : { "date-parts" : [ [ "2019" ] ] }, "page" : "247-268", "title" : "Las tecnolog\u00edas de la informaci\u00f3n y comunicaci\u00f3n y la formaci\u00f3n inicial de los docentes. Modelos y competencias digitales.", "type" : "article-journal", "volume" : "23" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=ebfc43c6-c70a-4ad7-82a4-c9caab54257a", "http://www.mendeley.com/documents/?uuid=454410a2-a901-4ace-a7d8-c7c8ff39c325" ] }, { "id" : "ITEM-2", "itemData" : { "DOI" : "10.15804/tner.2020.59.1.16", "ISSN" : "17326729", "abstract" : "This paper explores a number of psychological factors related to work engagement in teachers. Using a sample of 449 lower and upper secondary school teachers, it focuses on the Big Five personality traits, respondents\u2019 age, and several factors based on the teachers\u2019 subjective evaluation of their work \u2013 including the meaningfulness of their work, job satisfaction, and workload. The results indicate that teachers\u2019 work engagement is connected primarily with their job satisfaction and perception of the meaningfulness of their work (which functioned as predictors), as well as respondents\u2019 Big Five personality traits (of which extraversion and conscientiousness were predictors). Perceived workload emerged as a negative predictor.", "author" : [ { "dropping-particle" : "", "family" : "Paul\u00edk", "given" : "Karel", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "The New Educational Review", "id" : "ITEM-2", "issue" : "1", "issued" : { "date-parts" : [ [ "2020" ] ] }, "page" : "203-213", "title" : "Some psychological factors related to work engagement in teachers", "type" : "article-journal", "volume" : "59" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=6cf04335-3aa4-492a-aacf-16dff62509fd", "http://www.mendeley.com/documents/?uuid=5e0ab607-aa09-4ce1-bb52-7c4bc9d05ff8", "http://www.mendeley.com/documents/?uuid=38f57617-b919-4807-b069-21ea865654c5" ] } ], "mendeley" : { "formattedCitation" : "(Cabero & Mart\u00ednez, 2019; Paul\u00edk, 2020)", "manualFormatting" : "(Cabero y Mart\u00ednez, 2019; Paul\u00edk, 2020)", "plainTextFormattedCitation" : "(Cabero & Mart\u00ednez, 2019; Paul\u00edk, 2020)", "previouslyFormattedCitation" : "(Cabero & Mart\u00ednez, 2019; Paul\u00edk, 2020)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Cabero y Martínez, 2019; Paulík, 2020)

, si bien es cierto estas dos variables se relacionan, pero en niveles bajos, esto nos muestra que existen otros factores importantes que también influyen en las competencias digitales o el entusiasmo.

El segundo resultado hallado en la investigación es la existencia de la relación entre entusiasmo por el trabajo y la competencia de información digital, con un nivel bajo de correlación (rho =

0,216

p= 0,028 < 0,05), este resultado se puede afirmar teóricamente destacando que para obtener esta competencia de información digital el docente necesita, ser analítico y organizado

(INTEF, 2017; Pérez y Rodríguez, 2016)

, características que se presentan en el docente o persona con entusiasmo ya que para tener entusiasmo es necesario una dedicación importante en el trabajo

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(Cárdenas y Jaik, 2014; Maldonado et al., 2020; Salanova y Schaufeli, 2004)

El tercer resultado demostró que el entusiasmo por el trabajo y la competencia de comunicación digital tienen relación de nivel bajo (rho = 0,254 p= 0,010 < 0,05), esta relación se da por las características que un docente presenta al tener esta competencia, características como; colaboración, participación en comunidades y más

(INTEF, 2017; Pérez y Rodríguez, 2016)

, dichas características que se relacionan con factores organizacionales, los cual son importantes para lograr un buen entusiasmo por el trabajo

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(Cárdenas y Jaik, 2014; Maldonado et al., 2020)

, es de importancia aclarar que para influir en las competencias digitales existen otras más características, es por ello que el nivel de relación es bajo.

El cuarto resultado nos evidencia que el entusiasmo por el trabajo y la competencia de desarrollo de contenidos digitales no se relacionan (p=

0,375

> 0,05), ya que lo necesario para un docente en el desarrollo de contenidos digitales es más que entusiasmo laboral, en esta dimensión es muy importante que el docente el conozca y maneje programas digitales

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En la tesis desde una perspectiva correlacional se plante\u00f3 formular estrategias que puedan servir de base para otros estudios relacionados sobre las variables de estudio, que son de vital importancia para la formaci\u00f3n del profesorado, ya que el desarrollo de sus capacidades y destrezas en el uso de la tecnolog\u00eda implica su aporte en el proceso de ense\u00f1anza y aprendizaje. Lo cual se evidencia con los resultados obtenidos al aplicar el coeficiente de correlaci\u00f3n de Spearman, cuyo significado bilateral es igual a 3,4799 x 10^-85 = 0.000, menor al nivel de significancia \u03b1=0.05, por lo que se determina que la competencias digitales de los docentes se relacionan significativamente con el desempe\u00f1o pedag\u00f3gico en el aula, en el distrito de Vista Alegre \u2013 Nasca, 2018. Reflejado en un valor de correlaci\u00f3n Spearman 0,951.", "author" : [ { "dropping-particle" : "", "family" : "Espino", "given" : "Jorge", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "id" : "ITEM-4", "issued" : { "date-parts" : [ [ "2018" ] ] }, "number-of-pages" : "1-106", "publisher" : "Universidad San Mart\u00edn de Porres", "title" : "Competencias digitales de los docentes y desempe\u00f1o pedag\u00f3gico en el aula", "type" : "thesis" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=3c0092cf-7e2f-4006-a08c-a9ecd5ca8779", "http://www.mendeley.com/documents/?uuid=afb0cf94-9754-4930-a8bf-9ea253131a78", "http://www.mendeley.com/documents/?uuid=70fe5bdb-8600-4a71-8bcc-8220bbfe9fcc" ] } ], "mendeley" : { "formattedCitation" : "(Espino, 2018; INTEF, 2017; P\u00e9rez & Rodr\u00edguez, 2016; Rangel, 2015)", "manualFormatting" : "(Espino, 2018; INTEF, 2017; P\u00e9rez y Rodr\u00edguez, 2016; Rangel, 2015)", "plainTextFormattedCitation" : "(Espino, 2018; INTEF, 2017; P\u00e9rez & Rodr\u00edguez, 2016; Rangel, 2015)", "previouslyFormattedCitation" : "(Espino, 2018; INTEF, 2017; P\u00e9rez & Rodr\u00edguez, 2016; Rangel, 2015)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Espino, 2018; INTEF, 2017; Pérez y Rodríguez, 2016; Rangel, 2015)

en gran calidad, pues a diferencia del entusiasmo laboral donde la importancia está en lograr actitudes docentes la cuales reflejen deseos, voluntades y sentimientos

ADDIN CSL_CITATION { "citationItems" : [ { "id" : "ITEM-1", "itemData" : { "ISBN" : "978-958-8968-01-8", "author" : [ { "dropping-particle" : "", "family" : "Vargas", "given" : "Fredy", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "id" : "ITEM-1", "issued" : { "date-parts" : [ [ "2016" ] ] }, "number-of-pages" : "72", "publisher" : "Instituto Latinoamericano de Altos Educativos- ILAE- 2016", "publisher-place" : "Bogot\u00e1", "title" : "Actitudes de los docentes en el desarrollo del proceso ense\u00f1anza-aprendizaje de la estadistica del Colegio Saludcoop Sur IED", "type" : "book" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=8b0a86e9-e20e-4a85-a38b-bcfeae529f8d", "http://www.mendeley.com/documents/?uuid=6a51603c-d275-4371-9475-2a78aa73be03" ] }, { "id" : "ITEM-2", "itemData" : { "DOI" : "10.3916/C61-2019-01", "abstract" : "Muchos gobiernos europeos, incluido el de Noruega, tienen pol\u00edticas educativas ambiciosas en materia de digitalizaci\u00f3n. Muchas empresas y responsables pol\u00edticos prestan gran atenci\u00f3n al uso de las tecnolog\u00edas digitales en la educaci\u00f3n para satisfacer la futura demanda de una mano de obra competente y cualificada. Entre los investigadores y los legisladores, existe un consenso general al considerar a los docentes profesionales como una figura clave para la aplicaci\u00f3n con \u00e9xito de las TIC en la escuela, en lo referente a su implementaci\u00f3n y su uso, y se han depositado muchas expectativas en ellos. Se supone que el docente profesional debe, hasta cierto punto, decidir de manera aut\u00f3noma c\u00f3mo se han de utilizar estas tecnolog\u00edas digitales en el aula. Este art\u00edculo analiza lo que puede significar el concepto de \u00abdocente profesional digitalmente competente\u00bb en el contexto de la escuela. Tambi\u00e9n argumenta sobre la necesidad de una mejor interpretaci\u00f3n de la competencia digital profesional, que tenga en cuenta diversos aspectos sociales y culturales en relaci\u00f3n con la tecnolog\u00eda, las escuelas y la profesi\u00f3n docente. Al analizar las condiciones sociales y culturales para implementar la tecnolog\u00eda en un contexto de ense\u00f1anza profesional, nos basaremos en el enfoque constructivista de la tecnolog\u00eda, en concreto, la \u00abdomesticaci\u00f3n de la tecnolog\u00eda\u00bb.", "author" : [ { "dropping-particle" : "", "family" : "Ketil", "given" : "Bard", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Comunicar", "id" : "ITEM-2", "issue" : "61", "issued" : { "date-parts" : [ [ "2019" ] ] }, "page" : "9-19", "title" : "Comprendiendo los aspectos culturales y sociales de las competencias digitales docentes", "type" : "article-journal", "volume" : "XXVII" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=f51ff98b-7e00-4e8a-b04f-0dc18dec52c3", "http://www.mendeley.com/documents/?uuid=b54e1eb6-d80c-4942-9b35-97a27a842418", "http://www.mendeley.com/documents/?uuid=f23c3f16-db38-415b-bcd3-bb6a0764e677" ] } ], "mendeley" : { "formattedCitation" : "(Ketil, 2019; Vargas, 2016)", "plainTextFormattedCitation" : "(Ketil, 2019; Vargas, 2016)", "previouslyFormattedCitation" : "(Ketil, 2019; Vargas, 2016)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Ketil, 2019; Vargas, 2016)

El quinto resultado presenta la relación de nivel bajo entre el entusiasmo por el trabajo y la competencia de seguridad digital (rho = 0,281 p= 0,004 < 0,05), donde para obtener la competencia de seguridad digital es necesario tener en cuenta el uso responsable de los medios digitales y la protección de la identidad digital y los datos

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(INTEF, 2017; Maldonado et al., 2020; Pérez y Rodríguez, 2016)

, detalles que dan autonomía en el trabajo o desarrollo digital, lo cual se relaciona con el entusiasmo

ADDIN CSL_CITATION { "citationItems" : [ { "id" : "ITEM-1", "itemData" : { "DOI" : "10.19083/ridu.2018.712", "ISSN" : "2223-2516", "abstract" : "Partiendo de un modelo previo de competencia digital docente en educaci\u00f3n superior, se realiza un estudio mixto secuencial (QUAN+QUAL). Se parte de un dise\u00f1o multiet\u00e1pico en el estudio de detecci\u00f3n de necesidades de acuerdo a dos de los objetivos del estudio: identificar las competencias actuales y establecer-priorizar las necesidades formativas. La poblaci\u00f3n del estudio est\u00e1 referida al profesorado de instituciones universitarias de la Zona Metropolitana del Valle de M\u00e9xico. Participa una muestra de 20 instituciones (11 p\u00fablicas, 9 privadas), con 247 profesores implicados. 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Si bien se han realizado bastantes esfuerzos de aproximaci\u00f3n en la \u00faltima d\u00e9cada, consideramos que a\u00fan hay que profundizar m\u00e1s, sobre todo desde la consideraci\u00f3n de los nuevos escenarios propiciados por las Tecnolog\u00edas de la Informaci\u00f3n y la Comunicaci\u00f3n (TIC), que est\u00e1n permitiendo toda una redefinici\u00f3n, no solo del perfil en clave de nuevas funciones y roles profesionales, sino tambi\u00e9n de las propias competencias profesionales, competencias digitales. Esto nos lleva asumir que es necesario profundizar en la estructura competencial digital de los profesores para despu\u00e9s reajustar el sentido de la formaci\u00f3n para los mismos en la misma direcci\u00f3n del desarrollo profesional, tanto a trav\u00e9s de la formaci\u00f3n inicial como la formaci\u00f3n continua para su logro, al margen ahora de la escenograf\u00eda, modalidad, secuencia, recursos, evaluaci\u00f3n y reconocimiento o acreditaci\u00f3n de dicha formaci\u00f3n (o adquisici\u00f3n de la competencia digital, por otras v\u00edas: aprendizaje no formal o informal). Esta preocupaci\u00f3n por la estructura competencial no es nueva, pero si reci\u00e9n. Ha sido a partir de la \u00faltima d\u00e9cada y en particular a partir del 2008 (ISTE, 2008, aunque tiene or\u00edgenes anteriores; UNESCO, 2008), como primeros exponentes de la emergencia de esfuerzos sobre el aquilatamiento de la competencia digital de los profesores, produciendo otros tantos est\u00e1ndares sobre ella. 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(Pozos y Tejada, 2018; Tejada y Pozos, 2018; UNESCO, 2019; Zahed-Babelan et al., 2019)

Para finalizar todos los resultados, el último detalló que no existe correlación entre entusiasmo por el trabajo y la c

ompetencia digital de

resolución de problemas

(p=

0,277 >

0,05), en esta competencia la cual es muy similar a la de creación de contenido, es importante tener mucho conocimiento, y una constante actualización de contenido digital

(INTEF, 2017; Pérez y Rodríguez, 2016)

,donde nuevamente justificamos que para el entusiasmo es mucho más significativo que desarrollemos las actitudes con deseos, voluntades y sentimientos

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Si bien se han realizado bastantes esfuerzos de aproximaci\u00f3n en la \u00faltima d\u00e9cada, consideramos que a\u00fan hay que profundizar m\u00e1s, sobre todo desde la consideraci\u00f3n de los nuevos escenarios propiciados por las Tecnolog\u00edas de la Informaci\u00f3n y la Comunicaci\u00f3n (TIC), que est\u00e1n permitiendo toda una redefinici\u00f3n, no solo del perfil en clave de nuevas funciones y roles profesionales, sino tambi\u00e9n de las propias competencias profesionales, competencias digitales. Esto nos lleva asumir que es necesario profundizar en la estructura competencial digital de los profesores para despu\u00e9s reajustar el sentido de la formaci\u00f3n para los mismos en la misma direcci\u00f3n del desarrollo profesional, tanto a trav\u00e9s de la formaci\u00f3n inicial como la formaci\u00f3n continua para su logro, al margen ahora de la escenograf\u00eda, modalidad, secuencia, recursos, evaluaci\u00f3n y reconocimiento o acreditaci\u00f3n de dicha formaci\u00f3n (o adquisici\u00f3n de la competencia digital, por otras v\u00edas: aprendizaje no formal o informal). Esta preocupaci\u00f3n por la estructura competencial no es nueva, pero si reci\u00e9n. Ha sido a partir de la \u00faltima d\u00e9cada y en particular a partir del 2008 (ISTE, 2008, aunque tiene or\u00edgenes anteriores; UNESCO, 2008), como primeros exponentes de la emergencia de esfuerzos sobre el aquilatamiento de la competencia digital de los profesores, produciendo otros tantos est\u00e1ndares sobre ella. Si bien, no existe un consenso sobre el particular, nos parece de relevancia la preocupaci\u00f3n de cara al perfilamiento digital docente, \u2014clave y referencia de una formaci\u00f3n con sentido\u2014, la superaci\u00f3n de determinados cursos de divulgaci\u00f3n o alfabetizaci\u00f3n tecnol\u00f3gica m\u00e1s que pedag\u00f3gica (integraci\u00f3n pedag\u00f3gica de las TIC). En esta direcci\u00f3n y en consideraci\u00f3n de los nuevos escenarios, apuntamos un modelo para la integraci\u00f3n de la competencia digital en el perfil profesional del docente universitario, al igual que reflexionamos sobre algunas implicaciones para la formaci\u00f3n de formadores. Abstract: In the current context, training of trainers has, as a referent, the professional profile and thus, the teachers\u2019 professional competencies. While in the last decades many efforts to study in depth this particular issue have been made, we think this study requires further study, above all from the new training scenarios propitiated by ICT, which are bringing about a \u2026", "author" : [ { "dropping-particle" : "", "family" : "Tejada", "given" : "Jos\u00e9", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Pozos", "given" : "Katia", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Profesorado, Revista de Curr\u00edculum y Formaci\u00f3n del Profesorado", "id" : "ITEM-2", "issue" : "1", "issued" : { "date-parts" : [ [ "2018" ] ] }, "page" : "25-51", "title" : "Nuevos escenarios Y competencias digitales docentes: Hacia la profesionalizaci\u00f3n docente con tic", "type" : "article-journal", "volume" : "22" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=c9114768-4b78-453d-86e1-b444fe615f2f", "http://www.mendeley.com/documents/?uuid=cf33750c-cef2-4ff1-85b2-91ac0652d6d4", "http://www.mendeley.com/documents/?uuid=39bf128f-329b-4154-b74d-941e65bfdd85" ] }, { "id" : "ITEM-3", "itemData" : { "DOI" : "10.19083/ridu.2018.712", "ISSN" : "2223-2516", "abstract" : "Partiendo de un modelo previo de competencia digital docente en educaci\u00f3n superior, se realiza un estudio mixto secuencial (QUAN+QUAL). Se parte de un dise\u00f1o multiet\u00e1pico en el estudio de detecci\u00f3n de necesidades de acuerdo a dos de los objetivos del estudio: identificar las competencias actuales y establecer-priorizar las necesidades formativas. La poblaci\u00f3n del estudio est\u00e1 referida al profesorado de instituciones universitarias de la Zona Metropolitana del Valle de M\u00e9xico. Participa una muestra de 20 instituciones (11 p\u00fablicas, 9 privadas), con 247 profesores implicados. Los resultados indican un dominio medio-bajo en las competencias digitales que corresponden con el rol de docencia (planificaci\u00f3n, el desarrollo y conducci\u00f3n de experiencias de aprendizaje y la evaluaci\u00f3n con apoyo de las TIC). Seguidamente se encuentran las competencias digitales relacionadas con la investigaci\u00f3n y el desarrollo profesional con apoyo de las TIC. Las competencias digitales que m\u00e1s domina el profesorado universitario mexicano son las que est\u00e1n vinculadas al compromiso y la responsabilidad social de los docentes con el uso de las TIC. Se concluye sobre las necesidades de formaci\u00f3n m\u00e1s prioritarias en consonancia con el nivel medio bajo de dominio competencial verificado.", "author" : [ { "dropping-particle" : "", "family" : "Pozos", "given" : "Katia", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" }, { "dropping-particle" : "", "family" : "Tejada", "given" : "Jos\u00e9", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "container-title" : "Revista Digital de Investigaci\u00f3n en Docencia Universitaria", "id" : "ITEM-3", "issue" : "2", "issued" : { "date-parts" : [ [ "2018" ] ] }, "page" : "59-87", "title" : "Competencias digitales en docentes de educaci\u00f3n superior: niveles de dominio y necesidades formativas", "type" : "article-journal", "volume" : "12" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=45363cc1-d38f-47ac-b449-156622ec0110", "http://www.mendeley.com/documents/?uuid=0c7252b2-183e-4eac-9b8d-6a25254737f4", "http://www.mendeley.com/documents/?uuid=a951463b-8ec7-4b01-9e6a-8ee823f3fb4c" ] }, { "id" : "ITEM-4", "itemData" : { "ISBN" : "9789233001213", "author" : [ { "dropping-particle" : "", "family" : "UNESCO", "given" : "", "non-dropping-particle" : "", "parse-names" : false, "suffix" : "" } ], "id" : "ITEM-4", "issued" : { "date-parts" : [ [ "2019" ] ] }, "number-of-pages" : "63", "publisher" : "Organizaci\u00f3n de las Naciones Unidas para la Educaci\u00f3n, la Ciencia y la Cultura", "publisher-place" : "Paris", "title" : "Marco de competencias de los docentes en materia de TIC", "type" : "report" }, "uris" : [ "http://www.mendeley.com/documents/?uuid=3a9a72e0-efd3-4091-a64a-b8875dde03f5", "http://www.mendeley.com/documents/?uuid=b3c459a3-5baa-42c1-bb05-019bb6e1526a", "http://www.mendeley.com/documents/?uuid=ced7dafb-3a6d-42c5-9cfd-655a0e1cd667" ] } ], "mendeley" : { "formattedCitation" : "(Pozos & Tejada, 2018; Tejada & Pozos, 2018; UNESCO, 2019; Zahed-Babelan et al., 2019)", "manualFormatting" : "(Pozos y Tejada, 2018; Tejada y Pozos, 2018; UNESCO, 2019; Zahed-Babelan et al., 2019)", "plainTextFormattedCitation" : "(Pozos & Tejada, 2018; Tejada & Pozos, 2018; UNESCO, 2019; Zahed-Babelan et al., 2019)", "previouslyFormattedCitation" : "(Pozos & Tejada, 2018; Tejada & Pozos, 2018; UNESCO, 2019; Zahed-Babelan et al., 2019)" }, "properties" : { }, "schema" : "https://github.com/citation-style-language/schema/raw/master/csl-citation.json" }

(Pozos y Tejada, 2018; Tejada y Pozos, 2018; UNESCO, 2019; Zahed-Babelan et al., 2019)

Conclusiones

Según el objetivo general de esta investigación, se observa que existe relación positiva de nivel bajo entre el entusiasmo por el trabajo y las competencias digitales autopercibidas (rho =

0,201

p= 0,042 < 0,05) en los docentes de inicial y primaria pertenecientes a colegios de una entidad religiosa-privada de Lima: Perú.

En el primer objetivo específico, podemos describir que existe relación positiva significativa de nivel bajo entre el entusiasmo por el trabajo y la competencia digital autopercibidas de información (rho =

0,216

p= 0,028 < 0,05) en los docentes de inicial y primaria pertenecientes a colegios de una entidad religiosa-privada de Lima: Perú.

Con relación con el segundo objetivo específico, se observa que existe relación positiva significativa baja entre el entusiasmo por el trabajo y la competencia digital autopercibidas de comunicación (rho = 0,254 p= 0,010 < 0,05) en los docentes de inicial y primaria pertenecientes a colegios de una entidad religiosa-privada de Lima: Perú.

En cambio, con el tercer objetivo específico, se observa que no existe relación entre el entusiasmo por el trabajo y la competencia digital autopercibidas de

creación de contenidos,

ya que p es mayor a 0,05 (p=

0,375

> 0,05) es por ello se determina que no existe relación entre esta variable y dimensión, en los docentes de inicial y primaria pertenecientes a colegios de una entidad religiosa-privada de Lima: Perú.

Referente al cuarto objetivo, concluimos que si existe relación positiva significativa baja el entusiasmo por el trabajo y la competencia digital autopercibidas de seguridad (rho = 0,281 p= 0,004 < 0,05) en los docentes de inicial y primaria pertenecientes a colegios de una entidad religiosa-privada de Lima: Perú.

Por último, según el quinto objetivo de la investigación se detalla que no existe relación entre el entusiasmo por el trabajo y la competencia digital autopercibidas de

resolución de problemas,

ya que p es mayor a 0,05 (p=

0,277 >

0,05) por lo tanto no existe relación entre esta variable y dimensión, en los docentes de inicial y primaria pertenecientes a colegios de una entidad religiosa-privada de Lima: Perú.

Recomendaciones

Es de importancia considerar otras variables de estudio que se asocien con las competencias digitales, como; estrés laboral, compromiso docente, influencia de medios digitales. También es importante implementar programas para mejorar las competencias digitales en los docentes y mantener el entusiasmo labora para así erradicar el burnout en docentes. Para siguientes investigaciones se recomienda ampliar el tamaño de la muestra con el fin de obtener mayor comprensión del comportamiento de las variables. Y para finalizar es necesario construcción y validación de nuevas pruebas tanto de competencias digitales como de entusiasmo laboral para diversas publicaciones.

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Revista Publicando

(9), 330–340. https://dialnet.unirioja.es/servlet/articulo?codigo=5833540