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Strengthening management skills to improve the

organizational climate of teachers at the Liceo

Naval School in Guayaquil

El Fortalecimiento de las habilidades gerenciales para mejorar el

Clima Organizacional de los docentes del colegio Liceo Naval de

Guayaquil

Tatiana Lorena Vera Povea*

María Fernanda Suárez García

ABSTRACT

The intention of this paper is to analyze the parameters

that should be considered to strengthen management skills

through the use of qualitative tools such as the survey and

the interview to develop a project of activities and

workshops in order to improve the organizational climate

of the teachers of the Liceo Naval de Guayaquil. The

review of scientific articles on educational management

skills, leadership, organizational behavior in search engines

such as Google Scholar, Dialnet, among others, was used

for this purpose. The main result of the observation

instruments was that both the degree of confidence in the

management skills of the rector and the existence of a

good organizational climate in the institution are efficient

and effective. However, there was evidence of a lack of

training and workshops for teachers. Finally, it is concluded

that when the authority understands the importance of

collecting information from his predecessor, making it the

basis of his management, allowing his teachers to empower

themselves in the educational context, the school will

Master in Educational Management. Espiritu Santo University. Language and

Literature Teacher. Unidad Educativa de Fuerzas Armadas Liceo Naval de

Guayaquil. lorena.vera@educacion.gob.ec,tatianaverap@uees.edu.ec,

https://orcid.org/0000-0002-9320-9043

Master in Educational Management. Espiritu Santo University. English

Teacher, Colegio Americano de Guayaquil.

fernanda.suarez@colegioamericano.edu.ec, mafersuarez@uees.edu.ec,

https://orcid.org/0000-0001-6977-1282

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become a more effective and efficient organization.

Through the trust he generates and the processes he

carries out correctly; then he will certainly get the teaching

staff to work in a true esprit de corps.

Keywords: management skills - organizational climate -

leadership-motivation - leadership-motivation

RESUMEN

La intención de este paper es analizar los parámetros que deben considerarse para

fortalecer las habilidades gerenciales mediante el uso de herramientas cualitativas como

la encuesta y la entrevista para elaborar un proyecto de actividades y talleres con la

finalidad de mejorar el clima organizacional de los docentes del Liceo Naval de Guayaquil.

Se utilizó para ello la revisión de artículos científicos que tratan sobre temas de

habilidades en gerencia educativa, liderazgo, comportamiento organizacional en

buscadores como Google Académico, Dialnet, entre otros. Se obtuvo como principal

resultado de los instrumentos de observación, que tanto el grado de confiablidad en las

habilidades gerenciales que tiene el rector, así como la existencia de un buen clima

organizacional en la institución son eficientes y efectivas. Sin embargo, se evidenció la

falencia en cuanto a capacitaciones y talleres para los docentes. Finalmente, se concluye

que cuando la autoridad comprende la importancia de recoger la información de su

antecesor convirtiéndolo en la base de su gestión permitiendo que sus docentes se

empoderen del contexto educativo, a través de la confianza generada por él y los

procesos que realice acertadamente; entonces con toda seguridad, logrará que el

personal docente trabaje con un verdadero espíritu de cuerpo.

Palabras clave: habilidades gerenciales – clima organizacional – liderazgo-motivación

INTRODUCTION

At the initiative of the National Navy and its representatives, the idea of immortalizing

the name of great figures of the National Navy through the creation of a school was

thought of in 1970, thus was born the Educational Unit "CMDTE. Rafael Andrade Lalama"

Educational Unit, also known as Liceo Naval de Guayaquil, was born. The institution is

located within the North Naval Base and currently has a staff of 146 teachers and 3260

cadets. It is currently managed by the National Navy and the Ministry of Education and

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its main purpose is to support and contribute to the education of Ecuadorian youth,

promoting naval vocation and maritime awareness.

This work is based on several references that prove the relevance of the topic of

managerial skills and organizational climate. Therefore, authors such as Bressan (2013)

explained that "Managing the quality of education is one of the challenges that today's

society demands from the main actors who are involved in the accreditation process,

continuous improvement and excellence of educational institutions" p. 30

He also clarified that we must include new concepts and criteria in the curricula and

programs we develop, Puga & Martínez, (2008) clarified that we must include new

concepts and criteria in the curricula and programs we develop, ensuring, through the

application of Quality Management models, that we comply with the programs, develop

them, propose improvements and achieve the proposed objectives. These authors

recognize the importance of improving and updating the skills that an educational

manager must exercise at all times.

The problem that the institution presents is the fact that every two years the Armada

del Ecuador changes the rector, leaving an administrative vacuum between the rector

who leaves and the one who arrives. Each one of them prepares in different ways before

entering the school; however, the managerial and academic process that the teachers

carried out with the previous rector, most of the time is not taken up by the new

authority. When the educational manager changes, the processes, internal agreements

and lines of work between the rector's office, the academic vice rector's office and other

academic departments are also changed. In this regard, it is convenient to know that:

In educational organizations, it is expected to have a manager capable of achieving

efficiency in the management process; therefore, in his role as leader, he is

responsible for encouraging, supporting, directing and coordinating management

processes to strengthen institutional and community ties in order to achieve

educational goals. (D’Aguillo, 2012, p.72)

Ideally, an educational manager should have developed all these skills and abilities and in

the transition of managerial changes should continue with the work done by the previous

rector. The most fragile part of this process is the way each new authority brings to the

school and how he/she will strengthen the path already taken by the previous rector.

Therefore, the most delicate part is to know if the new head will strengthen the

organizational climate or, on the contrary, create an educational chaos.

The importance of the paper is to point out various ways to improve the organizational

climate among teachers by applying the managerial skills of the rector, to strengthen

both the school in question, as well as, if possible, any institution in the country. It has

been observed the gap that exists between the managerial changes of the school and

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how this affects its organizational climate, so it is considered important to carry out this

work that will help strengthen the skills in educational management.

For this reason, it is considered that the main beneficiaries are the teachers, who deal

directly with the rector; the students and parents, who observe the development of the

institution's authorities; and the rector himself, since he is enriched by everything that

his surroundings generate when it comes to improving the quality and educational

processes.

Understood as "The set of what exists on the object or field, from which it is necessary

to extract and systematize its conceptual foundations and theories", for the research of

this paper we investigated from Fayol's Classical Theory to Bennis' Theory of

Organizational Development. (Dolores et al., 2015) for the research of this paper, it was

investigated from Fayol's Classical Theory to Bennis' Theory of Organizational

Development and William Ouchi's Theory Z was chosen to be presented, since it is

considered to be the one that best fits the document.

Pompeyo & Ramírez, (2015) The basic ingredients of Theory "Z" are clearly defined

organizational goals and objectives, which are formulated and worked on in an

atmosphere of cooperation or participation. This theory revolves around teachers

wanting to establish contact with their managers and colleagues; longing to make pleasant

and lasting connections. This requires that authorities provide a high level of support in

the form of a safe working environment and adequate facilities.

Development and training opportunities are also important for the work environment

in which they operate. Thus, employees expect benefits and mutual support from their

institution and believe that balance among colleagues is important and fundamental for a

good working environment.

According to Román-Calderón et al., (2016) Theory Z indicates that: it is an open system

in which the group or company element, as a total unit, would have the maximum value.

Therefore, the most relevant according to this theory is that people feel motivated to

be led by an authority that has strengthened managerial skills and consequently will be

more productive and effective.

The word ability indicates the capacity and skill that a person has to perform a proposed

activity or exercise. From this point of view, it is thought that all people develop skills

throughout our lives, we cultivate them and the human being uses them at the moment

he/she believes is right. When we combine these skills with the academic competencies

we obtain in our university life, they become managerial skills that will help to lead a

group or a project.

"The educational manager must be a proactive leader, that is, one who says and does,

to push the people under his responsibility to understand their work and the significance

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and identify with the objectives planned for each school year." (Osorio, 2010, p. 76) It is

considered that this manager must gain the trust of his staff through work

demonstrations executed by the same. That is, he not only manages or orders but also

fulfills his responsibilities. He performs a teamwork in which he is an active part of the

gear that we call education and this is recognized by his work team. The manager will

create an appropriate work environment, based on coexistence where the staff feels

free to participate in the conformation of work teams to communicate feelings without

fear. In this sense, the educational manager must know his teaching staff, support them,

establish a thread of trust with them and create security in his staff. He has to be aware

of the objectives, achievements, desires and hopes that the staff under his charge feels,

for only in this way will he gain the respect and consideration necessary for his staff to

collaborate on their own initiative.

With respect to the development of managerial skills, Zapata et al. (2010) considers that

it is determinant for the success of the organization and warns that managerial skills are

like a vehicle through which the strategy and the practice of administrative tools achieve

the expected result. They also Naranjo-Valencia & Calderón-Hernández, (2015)

explained that managerial skills are "the set of observable knowledge, skills and attitudes

that a manager in higher education institutions should possess.

In these lines, two authors have expressed managerial skills as the main tools required

to steer a good helm in education. In short, management skills are a learning, relearning

and unlearning day by day, according to the educational moment that our country is

going through and the changes that occur in the Districts based on educational models.

The educational manager, in order to strengthen managerial skills, must have as a main

characteristic a well-defined leadership as he/she stated Naranjo-Valencia & Calderón-

Hernández, (2015).

Leadership is one of the fundamental skills required of managers in their varied

multifunctionality, for which they must play the role of strategist in the

development of strategic planning, design of organizational models, diagnosis of

organizational environments and cultures that can lead to homeostasis or

organizational change and avoid organizational entropies. P 226

Araque Jaimes et al., (2017) exposes:

Leadership is the set of management skills and abilities that an individual has to

influence the way people or a given group act, causing them to perform with

enthusiasm, around the effective fulfillment of the objectives and goals proposed.

p. 99

This leadership encompasses many areas that are strengthened with years of experience

and that help to develop a good work profile, and they are also essential steps in the

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achievement of a whole called management skills. Leadership requires a certain

compatibility of goals between leader and followers, while power does not require such

compatibility but only dependence. A leader is one who psychologically helps to free his

teaching staff and makes each of them spontaneously and effectively work to achieve

common goals for the benefit of the community.

It is interesting to know that an issue as relevant as the organizational climate of an

institution and its immediate correspondence with the work performance of its teachers

depends on subjective aspects of the direct relationship between the rector-teacher in

the case of educational institutions. Sometimes it is not visible to the community or to

the authorities, but for the teacher, the attitude of his superior can say a lot, either

positively or negatively.

(Sinisterra, 2009) explained the following:

The factors of Labor Motivation and the elements and characteristics of

Organizational Culture constitute raw material for the development of labor

relations carried out in the fulfillment of university functions; therefore, these

institutions must create mechanisms that develop motivational factors to try to

solve the perceived discomforts of teachers p. 109.

According to Añez, it is impossible to separate meanings such as climate, performance

and job satisfaction, since, if there is a good climate, there will be well-being and

development at work. On the contrary, if there is no, or even worse, a bad

organizational climate, the work environment will inevitably be poor and the personnel

will feel demotivated. According to Carvajal & Arango, (2011) Higher Educational

Institutions (HEI) are particular organizations with their own characteristics, culture and

objectives that differentiate them from other institutions. The dimensions of

organizational climate that have been most related to job satisfaction are supervisory

support, rewards, responsibility (individual autonomy at work), interpersonal

relationships (warmth) and employee competencies. The authors assume that when

talking about job satisfaction, it goes far beyond financial reward. On the contrary, it is

really more intrinsic, that satisfaction is feeling good about yourself and what you

produce within your workplace. They explain that feeling supported in their actions is

so important that it generates an organizational culture of peace, tranquility and well-

being. On the other hand, the educational reality of many institutions is not like this. We

found many situations such as:

In the practical reality of higher education institutions, there seems to be

a gap between what is offered by these institutions and what is expected

by teachers, since on university campuses there is a deterioration in the

development of teaching activities, as well as a lack of initiative and

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creativity in the development of academic processes. (Martínez, 2013, p.

90)

Strengthening social organizations implies learning and collaborative management

between the public and private sectors, precisely because of the capacities installed in

each sector, such as technical and socio-political. In short, it is expected that, if the

activity that a person performs is that of an educational manager, he/she detaches

himself/herself from all the negative things that the country is experiencing day by day

and accepts the educational and managerial changes that are taking place in order to

create a good organizational climate.

MATERIALS AND METHODS

The research method used was inductive, this method uses reasoning to obtain

conclusions based on particular facts accepted as valid, to reach conclusions whose

application is of a general nature. To strengthen this method, three types of research

were used, which were descriptive, correlational and transversal; the first, because

situations are presented that seek to strengthen the managerial skills and the

organizational climate of the teachers of the institution under study; the second, seeks

to explain the relationship that exists between the teachers with the entry of a school

rector; in other words, the relationship that exists between the independent variable

with the dependent variable defined below and the last, because information is only

collected from the object of study in a single opportunity.

The approach of this research was qualitative, since it was desired to strengthen the

labor and interpersonal relationships applied to the teachers of the Liceo Naval, also the

importance of this work is to try to find various ways to improve the organizational

climate by applying managerial skills to strengthen the school in question. This study was

carried out under three measures: to identify the necessary parameters to strengthen

the managerial skills that a rector must have, to describe the type of organizational

climate in which teachers work through an interview and survey; as well as to elaborate

a project of activities and workshops with strategies to strengthen the organizational

climate among the staff of the Liceo Naval.

The sample is a subgroup of the population from which data are collected and should be

representative of the population. Therefore, the unit of analysis of this work is made up

of a finite population of 146 teachers belonging to both days of the Liceo Naval de

Guayaquil, of which 100 men and women were the sample for the virtual survey. In

order to collect the data, a 12-question questionnaire using the Likert scale was used as

a quantitative tool to conduct the survey. This was verified through Cronbach's alpha

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analysis to reach the reliability of the instrument used. In addition, 5 questions were used

as a qualitative tool to conduct the interview.

This questionnaire has been very helpful to obtain conclusions and to deduce whether

or not there is a good working environment within the Liceo Naval school. There are a

great variety of questionnaires that have been applied in the process of measuring the

work environment, all these proposals have the purpose of developing the most effective

research, making pertinent recommendations in each case, that the analyzed dimensions

can serve as referential elements and that each institution can choose the research

variables and the dimensions that it considers pertinent to the problems detected or to

be prevented.

The reliability and validity of the instrument were found through the judgment of

experts, whose instruments were previously submitted.

Table 1 Operationalization matrix of the instrument

Objectives

Variables

Dimensions

Indicators

Items

Identify the

necessary

parameters to

strengthen

managerial skills

and manage an

institution

efficiently.

2. To describe the

type of

organizational

climate that the

teachers of the

Liceo Naval have

through an

interview and

survey.

Strengthening

management

skills

Strategies for

strengthening

management

skills

Rules for

healthy social

coexistence

Communication

Democratic

leadership

Sense of

Belonging

Respect among

colleagues

1 - 2

3 - 4

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Identify the

necessary

parameters to

strengthen

managerial skills

and manage an

institution

efficiently.

2. To describe the

type of

organizational

climate that the

teachers of the

Liceo Naval have

through an

interview and

survey.

The

organizational

climate of

teachers

Strategies to

improve the

organizational

climate.

Type of

organizational

climate.

Workshops

Teamwork

Participatory

climate

8 - 9

10 -

3. To elaborate a

project of activities

and workshops

with strategies for

the strengthening

of management

skills that will help

improve the

organizational

climate among the

teachers of the

Liceo Naval.

Importance of

the Project

Source: Google form survey (prepared by the authors. 2020).

RESULTS

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The results presented here were obtained from the survey of the selected sample of

100 teachers of the school. It consists of twelve closed questions, where variables that

allow measuring the work climate are exposed: management skills, type of leadership,

good communication, management, workshops to strengthen the organizational climate,

healthy social coexistence and participatory climate. The tabulated results are presented

below.

The survey projected data that were tabulated and it is considered that this analysis will

guide us in a better way for future research, the results obtained were the following:

Communication skills are of vital importance in the institutions; it was determined based

on the sample collected that the rector should further develop these skills to facilitate

and meet the work needs of all teachers and thus maintain good communication,

constantly; 33% totally agree that there is good communication, 48% agree; likewise 19%

disagree. In general, teachers are very satisfied with the type of communication that

takes place throughout the workday.

It is perceived that the type of leadership applied by the authority in the institution, is

carried out in a positive and assertive way between him and his teaching staff; therefore,

the management developed by the authority is very good, this is determined with a result

of 70% agreeing and 30% disagreeing. However, the survey also showed that the rector

should continue to develop more managerial skills and maintain a better work

environment, because, although the teachers are satisfied with the democratic leader

they have, they consider that the managerial part should not be neglected at any time.

There is a fairly acceptable sense of belonging among the teachers, which helps to a

healthy social coexistence between them and the authorities of the Liceo Naval, all are

respectful to each other; in addition, according to the sample, more than half of the

respondents consider that the rector does listen to the opinions and ideas of his staff,

developing in a climate of respect, which favors further work on strengthening the

managerial skills of the director towards his collaborators.

Based on the results, the teachers stated that 48% totally agreed, 38% agreed and 14%

disagreed in participating in organizational strengthening workshops in order to have a

better performance in their workplace as well as to strengthen a good working

environment, which is the most important point analyzed in this sample. It can also be

observed the need of the personnel to attend trainings. It was also found that the rector

works positively with his staff as a team, since 85% corroborated this, while 15%

disagreed.

Finally, it is important to continue fostering a participatory climate within the institution;

this can be achieved by taking part in new projects aimed at continuing to strengthen

the organizational climate that already exists among teachers and the school principal.

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Most agree that this helps the progress of the institution, while a minority is indifferent

to participate or not. It is recommended that the staff should be surveyed from time to

time with questions aimed at developing a better organizational climate, because

according to the sample 86% think that in this way they will be listened to.

The data collection technique used was a Google Form survey. This allowed us to know

the reality of the teachers of the Liceo Naval. It was developed through a number of

questions and using the Likert scale, in which each teacher chose an answer according

to the experience and knowledge he/she had regarding what was stated in each question.

Data collection is an essential stage in the development of a research project; for this

stage to be carried out successfully, a strategically designed plan is required to gather

pertinent data on the attributes, concepts and/or variables involved in the object or

situation under study.

The selection and design of the observation instrument within the framework of the

aforementioned project is based on the recognized performance that scale-type

questionnaires have shown from different research experiences. Clearly defined

organizational goals and objectives, if worked on in an adequate environment, help the

organizational climate, as we discovered in the surveys, provided that the leadership

applied is favorable and assertive. Therefore, it was determined that by improving

management skills at the Liceo Naval School, the organizational climate among the

teachers of the institution also improves.

It was also found that when a new rector enters the school and follows the guidelines

generated by the previous director, trying to improve or change his or her actions but

not eliminating them in their entirety, then the teachers are more stable in terms of the

educational processes to be followed.

CONCLUSIONS

The purpose of this paper is to explore the various ways in which an authority can

improve its managerial skills, by investigating the parameters that help to strengthen

them. In addition, it was established that through workshops and communication

strategies, a school principal can positively influence the organizational climate of an

institution. Therefore, it is considered that the objective of the paper was achieved.

The methodology used was very effective in determining the degree of reliability of the

rector's managerial skills in relation to managing his staff, as well as the existence of a

good organizational climate in the institution. Although the results were encouraging,

they also revealed the lack of workshops and training required by the school's teaching

staff; however, it is expected that once the activities and workshops proposed in this

paper are implemented, these results will improve favorably.

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Among the limitations that have been presented in the realization of this article, one of

them is the lack of time to talk both with the authorities of the school where the survey

was conducted, as well as with the teachers of the same. It is undeniable that the arrival

of the pandemic in our country hindered all the processes that had been developing

normally until the end of 2019. This limitation also extends to the University classes that

went from being face-to-face to virtual, which shortened the process of inquiry in the

paper's information.

It is hoped that this scientific article can serve as a reference to create future lines of

research, such as: Management, evaluation and educational supervision in research

works oriented to universities in the country that wish to strengthen managerial skills

and improve the work climate. It is also aimed at companies whose main objective is to

improve their institutional performance.

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