Satisfação dos docentes do ensino superior
Job satisfaction and dissatisfaction are functions of perception regarding what is expected and obtained from a job or profession, as with the value attributed to them. When people perceive that they get what they aim for, their work will be a source of pleasure and satisfaction. Although there is l...
- Autores:
-
Pocinho, Margarida
Gouveia-Fragoeiro, Joana
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2012
- Institución:
- Universidad Católica de Colombia
- Repositorio:
- RIUCaC - Repositorio U. Católica
- Idioma:
- por
- OAI Identifier:
- oai:repository.ucatolica.edu.co:10983/700
- Acceso en línea:
- http://hdl.handle.net/10983/700
- Palabra clave:
- Satisfação no Trabalho
Satisfação Docente
Ensino Superior
Satisfacción en el trabajo
Satisfacción del docente
Educación superior
Job Satisfaction
Teacher's Job Satisfaction
Higher Education
SATISFACCION EN EL TRABAJO
EDUCACION SUPERIOR
CALIDAD DE LA EDUCACION-BRASIL
DOCENTES EN LA EDUCACION
- Rights
- openAccess
- License
- Derechos Reservados - Universidad Católica de Colombia, 2012
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Satisfação dos docentes do ensino superior Satisfacción de los docentes de educación superior Satisfaction of higher education teachers |
| title |
Satisfação dos docentes do ensino superior |
| spellingShingle |
Satisfação dos docentes do ensino superior Satisfação no Trabalho Satisfação Docente Ensino Superior Satisfacción en el trabajo Satisfacción del docente Educación superior Job Satisfaction Teacher's Job Satisfaction Higher Education SATISFACCION EN EL TRABAJO EDUCACION SUPERIOR CALIDAD DE LA EDUCACION-BRASIL DOCENTES EN LA EDUCACION |
| title_short |
Satisfação dos docentes do ensino superior |
| title_full |
Satisfação dos docentes do ensino superior |
| title_fullStr |
Satisfação dos docentes do ensino superior |
| title_full_unstemmed |
Satisfação dos docentes do ensino superior |
| title_sort |
Satisfação dos docentes do ensino superior |
| dc.creator.fl_str_mv |
Pocinho, Margarida Gouveia-Fragoeiro, Joana |
| dc.contributor.author.spa.fl_str_mv |
Pocinho, Margarida Gouveia-Fragoeiro, Joana |
| dc.subject.spa.fl_str_mv |
Satisfação no Trabalho Satisfação Docente Ensino Superior Satisfacción en el trabajo Satisfacción del docente Educación superior Job Satisfaction Teacher's Job Satisfaction Higher Education |
| topic |
Satisfação no Trabalho Satisfação Docente Ensino Superior Satisfacción en el trabajo Satisfacción del docente Educación superior Job Satisfaction Teacher's Job Satisfaction Higher Education SATISFACCION EN EL TRABAJO EDUCACION SUPERIOR CALIDAD DE LA EDUCACION-BRASIL DOCENTES EN LA EDUCACION |
| dc.subject.lemb.spa.fl_str_mv |
SATISFACCION EN EL TRABAJO EDUCACION SUPERIOR CALIDAD DE LA EDUCACION-BRASIL DOCENTES EN LA EDUCACION |
| description |
Job satisfaction and dissatisfaction are functions of perception regarding what is expected and obtained from a job or profession, as with the value attributed to them. When people perceive that they get what they aim for, their work will be a source of pleasure and satisfaction. Although there is little research in the field of higher education, this study aims to provide knowledge and reflection on the development of theoretical concepts and theories underlying the satisfaction of teachers, referring to other research with teachers from other levels of education. Despite the variability of the results regarding the relationship between satisfaction and other variables, we believe that many of the results are similar between the upper level and other levels of education. However, by not having this certainty, it seems appropriate to try to ensure a deeper analysis of this issue. |
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2012 |
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2012-06 |
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2013-06-11T16:38:18Z |
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2013-06-11T16:38:18Z |
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Artículo de revista |
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Text |
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http://purl.org/redcol/resource_type/ART |
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Pocinho, M., & Gouveia-Fragoeiro, J. (2012). Satisfação dos docentes do ensino superior. Acta Colombiana de Psicología, 15(1), 87-97. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/199 |
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0123-9155 |
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http://hdl.handle.net/10983/700 |
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Pocinho, M., & Gouveia-Fragoeiro, J. (2012). Satisfação dos docentes do ensino superior. Acta Colombiana de Psicología, 15(1), 87-97. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/199 0123-9155 |
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http://hdl.handle.net/10983/700 |
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por |
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por |
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Acta Colombiana de Psicología, Vol. 15, no 1. (ene.-jun. 2012); p. 87-97 |
| dc.relation.references.spa.fl_str_mv |
Alcobia, P. (2002). Atitudes e Satisfação no trabalho. In J.M. Carvalho Ferreira e A. Caetano (Orgs), Manual de Psicossociologia das Organizações (pp. 290-314). Lisboa: McGraw-Hill. Arnold, J., Silvester, J., Patterson, F., Robertson, I., Cooper, C., Burnes, B. (2005). Work Psychology - Understanding Human Behaviour in the workplace (4th ed.), London: FT Prentice Hall. Avery, M. (1998). The impact of teachers' demographic characteristics on the level of job satisfaction in secondary schools in rivers state: A case study of teachers in rivers state secondary schools. Unpublished Master Thesis, Port Harcourt: University of Port Harcourt, Nigeria. Barros, J. (2000). Os professores vistos por eles mesmos: Características positivas e negativas. Psicologia, Educação, Cultura, 4 (1), 45-63. Batista, Maria de Lurdes (2002). Educação, mercado de trabalho. Lisboa: DAPP. Beliaeva, G.F., Gorshkova, I.D., & Kostikova, I.V. (2001). University women. Russian Social Science Review, 42 (4), 78-99. Bell, M. & Gilbert, J. (1994). Teacher development as professional, personal e social development. Teaching and Teacher Education, 10 (5), 483 -497. Bishay, A. (1996). Teacher Motivation and Job Satisfaction: A Study Employing the Experience Sampling Method. Journal of Undergraduate Sciences, 3, 147-154. Bobbitt, S.A., Leich, M.C., Whitener, S.D., & Lynch, H.F. (1994). Characteristics of stayers, movers, and leavers: Results from the teacher follow-up survey, Washington, DC: U.S. Department Of Education, Office of Educational Research and Improvement, National Center For Education Statistics, NCES, 94-337. Bolin, F. (2007). A study of teacher Job Satisfaction and Factors That Influence It. Chinese Education and Society, 40 (5), 47-64. doi: 10.2753/CED 1061-1932400506. Camilli, K.A. (2004). Teacher Job Satisfaction and Teacher Burnout as a Product of Years od Experience in Teaching. Thesis of Master, The Graduate School at Rowan University. Cavanagh, S. J. (1992). Job satisfaction of nursing staff working in hospitals. Journal of Advanced Nursing, 17 (6), 704-711. Chan, K. B., Lai, G., Ko, Y. C., & Boey, K. W. (2000). Work stress among six professional groups: the Singapore experience. Social Science and Medicine, 50,1415-1432. Chiavenato, I. (2005). Comportamento Organizacional: a dinâmica do sucesso das Organizações (2ªed.) Lisboa: Editora Campus. Costa, J. V. (2002). A pedagogia no ensino superior e o insucesso escolar. A Universidade Portuguesa - um debate necessário. Porto: Porto Editora. Cunha, M.P., Rego, A., Cunha, R.C. & Cabral-Cardoso, C. (2006). Manual de comportamento organizacional e gestão (5ª ed.). Lisboa: Editora RH. Cunha, R., Cooper, C., Moura, M., Reis, M. & Fernandes, P. (1992). Portuguese version of the OSI: A study of reliability and validity. Stress Medicine, 8, 247-251. Cura, M.L.A.D. & Rodrigues, A.R.F. (1999). Satisfação profissional do enfermeiro. Revista Latino-Americana de Enfermagem, Ribeirão Preto, 7(4), 21-28. Dabo, A. (1998). The study of workers values and its implication to administration in the 21st Century: A case study of college of education, Gidan Waya, Kafauchan. Forum Academia, 6, 112-124. Darling-Hammond, L. (1984). Beyond the commission reports: The coming crisis in teaching (R-3177-RC). Santa Monica, CA: Rand Publications. Delors, J. (coord.) et al. (2005). Educação um tesouro a descobrir. (9ª edição). Lisboa: Edições ASA. Devi, V. (2006). Job Satisfaction among University Teachers. SCMS Journal of Indian Management, 3(4), 87-94. Esteve, J.M. (1992). O malestar docente. Lisboa: Escher. Fernandes, C. M. B. (2001). Docência universitária e os desafios da formação pedagógica. Interface- Comunicação, Saúde, Educação, 9, 177 -182. Ferreira, M.P.M. (2009). O professor do ensino superior na era da globalização. Revista Iberoamericana de Educação, 50(5), 1-10. Fisher, S. (1994). Stress in Academic Life. The Society for Research into Higher Education, London: Open University Press. Fischer, J. A. V. & Sousa - Poza, A. (2008). Does Job Satisfaction Improve the health of workers? New evidence using panel data and objective measures of health. Health Economics, 18, 71-87. doi: 10.1002/hec.1341. Fontes, A. I. (2009). Satisfação Profissional dos Enfermeiros... Que realidade? Serviço de cuidados intensivos versus serviço de medicina. Dissertação de Mestrado em Ciências de Enfermagem, Porto: Instituto de Ciências Biomédicas de Abel Salazar da Universidade do Porto. Gmelch, W.H., Lovrich, N. P. & Wilke, P.K. (1984). Stress in academe. A national perspective. Research in Higher Education 20, 477-490. Gonçalves, Á. A. (1995). Satisfação Profissional dos enfermeiros especialistas. Dissertação de Mestrado. Coimbra: Instituto Superior de Serviço Social de Coimbra. Gosnell, S. (2000). Determinant of career satisfaction among federal employees. Paper presented at the seminar on public policy.Georgia Institute of Technology, Georgia, USA. Graça, S. M. (2008). Desenvolvimento profissional do professor universitário: um contributo para a sua análise. Sísifo. Revista de Ciências da Educação, 7, 125 -136. Consultado em [Dezembro, 2009] em http://sisifo.fpce.ul.pt Harris, R. B. (1989). Reviewing nursing stress according to a proposed coping-adaption framework. ANS: Advances in Nursing Science, 11 (2), 12-28. Herranz-Bellido, J., Reig-Ferrer, A. Cabrero-García, J., Ferrer-Cascales, R. & González-Gómez, J.P. (s/d). La Satisfaccion académica de los profesores universitários. Departamento de Psicología de Salud. Universidad de Alicante. Hongying, S. (2007). Literature Review of Teacher Job Satisfaction. Chinese Education and Society, 40(5), 11-16. Jesus, S. N. (1998). Bem-estar dos professores: Estratégias para a realização e desenvolvimento profissional. Porto: Porto Editora. Kanaane, R. (1994). Comportamento humano nas organizações: o homem rumo ao Século XXI. São Paulo: Atlas. Kreitner, R., & Kinicki, A. (2004). Organizational Behavior (6th Ed.), Irwin: McGrawhill. Leung, T., Siu. T., & Spector, P. E. (2000). Faculty stressors an psychological distress among university teachers in Hong-Kong. International Journal of Stress Management, 7(2), 121-138. Lima, M. L., Vala, J., & Monteiro, M.B. (1994). Psicologia Social das Organizações - estudos em Empresas Portuguesa, Oeiras: Celta. Locke, E. A. (1976). The nature and causes of job satisfaction. In M. D. Dunnette (Ed.), Handbook of industrial and organizational psychology. (pp. 1297-1349). Chicago: Rand McNally. Ma, X., & MacMillan, R. B. (1999). Influence of workplace conditions on teachers' job satisfaction. The Journal of Educational Research, 93, 39-47. March, A. F. (2003). Formación pedagógica y desarrollo profesional de los profesores de universidad: análisis de las diferentes estrategias. Revista de Educación, 331, 171 197. Marques, A.T. (2007). Factores de (In) Satisfação Docente na Escola de Hoje: Um Estudo com Professores do 1.º Ciclo. Dissertação de Mestrado. Porto: Universidade Portucalense. Marqueze, E.C., & Moreno, C.R.C. (2005). Satisfação no trabalho - uma breve revisão. Revista Brasileira de Saúde Ocupacional, 30 (112), 69-79. Martinez, M. C. (2002). As relações entre a satisfação com aspectos psicossociais no trabalho e a saúde do trabalhador. Dissertação de Mestrado, Faculdade de Saúde Pública, Universidade de São Paulo, São Paulo. Martinez, M. C., & Paraguay, A.I. (2003). Satisfação e saúde no trabalho - aspectos conceituais e metodológicos. Cadernos de Psicologia Social do Trabalho, 6, 59-78. Martins, A. M. (2004). Determinantes do (in) sucesso académico na Universidade. Revista do Snesup, 13, 12-16. Martins, J.T., Robazzi, M.L., & Plath, G.A. (2007). Satisfação e Insatisfação entre auxiliares e técnicos de enfermagem de uma unidade de internação feminina de um hospital escola. Ciência e Enfermeria, XIII (1), 25-33. Michaelowa, K. (2002). Teacher career satisfaction, student achievement, and the cost of primary education in Francophone Sub-Saharan Africa. Hamburg: Institute of International Economics. Mwamwenda, T. S. (1997). Occupational stress among secretarial personnel at the University of Transkei. Psychological Reports, 81,418. Nóvoa, A. (2000). Universidade e formação docente (Entrevista). Interface-Comunicação, Saúde, Educação, 4(7), 129 -137. Ololube, N. P. (s/d). Teachers Job satisfaction and motivation for school effectiveness: an assessment. University of Helsinki Finland. http://www.usca.edu/essays/vol182006/ololube.pdf Oshagbemi, T. (1999). Job satisfaction and dissatisfaction in higher education. Education + Training, 39 (9) 354-359. Patrício, M. F. (2001). Formação de professores no ensino superior: urgências, problemas e perspectivas: da formação de professores no ensino superior à formação de professores do ensino superior. In C. Reimão (org.), A Formação Pedagógica dos Professores do Ensino Superior (pp.73-80) Lisboa: Edições Colibri. Pedro, N., & Peixoto, F. (2006). Satisfação profissional e auto-estima em professores do 2.º e 3.º ciclo do Ensino Básico. Análise Psicológica, 2(XXIV), 247-262. Pérez-Ramos, J. (1980). Satisfação no trabalho: metas e tendências. Tese de Livre-docência, Instituto de Psicologia de Assis, Universidade Estadual Júlio de Mesquita Filho, Assis. Perie, M., & Baker, D. P. (1997) Job Satisfction Among America's Teachers: Effects Of Workplace Conditions, Background Characteristics, And Teacher Compensation, Statistical Analysis Report July 1997 U.S. Department of Education Office of Educational Research and Improvement NCES 97-XXX (cited 11 July, 2006). http://nces.ed.gov/pubs97/web/97471.asp. Pinto, A. M., Lima, M. L., & Silva, A. L. (2003). Stress profissional em professores portugueses: Incidência, preditores e reacção ao burnout. Psychologica, 33, 181-194. Poppleton, P., & Riseborough, G. (1991). A profession in transition: Educational policy and secondary school teaching in England in the 1980s. Comparative Education Review, 26, 211-226. Rego, A. (2001). Percepções de justiça: estudos de dimensionalização com professores do ensino superior. Psicologia: Teoria e Pesquisa, 17(2), 119-131. Robbins, S. P. (2002). Comportamento organizacional (9.ed.) São Paulo: Prentice Hall. Rodríguez Rojo, M. (1999). Algo más para el profesorado universitario: la formación como docente. Revista Inter-universitaria de Formación del Profesorado, 34, 11 16. Sabry, M. (2010). Longitudinal Effects of Pay Increase on Teachers Job Satisfaction: A Motivational Perspective. The Journal of International Social Research, 3 (10), 1-21. Schlechty, P., & Vance, V. (1983). Recruitment, selection, and retention: The shape of the teaching force. The Elementary SchoolJournal, 83, 468-487. Sharma, R.D. & Jyoti, J. (2009). Job Satisfaction of University Teachers: An Empirical Study. Journal of Services Research, 9(2), 51-80. Silva, R. B. (1998). Para uma análise da satisfação no trabalho. Sociologia: Problemas e Práticas, 26, 149-178. Smith T. W. (2007) 'Job satisfaction in U.S.A.', NORC/University of Chicago, pp. 1-9. (Cited 10 September, 2007) Avaiable from: http://www-news.uchicago.edu/releases/07/pdf/070417.jobs.pdf. Spear, M., Gould, K., & Lee, B. (2000). Who would be a teacher? A review of factors motivating and demotivating prospective and practicing teachers. Slough: National Foundation for Educational Research. Steuer, R. S. (1989). Satisfação no trabalho, conflito e ambiguidade de papéis: estudo junto às enfermeiras de Maternidade Escola do Município de São Paulo. Dissertação de mestrado, Faculdade de Saúde Pública, Universidade de São Paulo, São Paulo. Trigo-Santos, F. (1996). Atitudes e crenças dos professores do ensino secundário: satisfação, descontentamento e desgaste profissional. Lisboa: Instituto de Inovação Educacional. Winkelmann, R., & Zimmermann K. F. (1998). Is job stability declining in Germany? Evidence from count data models. Applied Economics 30, 1413 - 1420. Wright, T. A., & Cropanzano, R. (2000). Psychological well-being and job satisfaction as predictors of job performance. Journal of Occupational Health Psychology, 5 (1), 84-94. Zalewska, A. M. (1999a). Achievement and social relations values as conditions of the importance of work aspects and job satisfaction. International Journal of Occupational Safety and Ergonomics, 5 (3), 395-416. Zalewska, A. M. (1999b). Job satisfaction and importance of work aspects related to predominant values and reactivity. International Journal of Occupational Safety ans Ergonomics, 5 (4), 485-511. |
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Pocinho, Margarida4c279ddd-544e-4b0c-b02a-83cb80cb648f-1Gouveia-Fragoeiro, Joana7abe775d-1012-4c01-b416-4846b3f73eb5-12013-06-11T16:38:18Z2013-06-11T16:38:18Z2012-06Job satisfaction and dissatisfaction are functions of perception regarding what is expected and obtained from a job or profession, as with the value attributed to them. When people perceive that they get what they aim for, their work will be a source of pleasure and satisfaction. Although there is little research in the field of higher education, this study aims to provide knowledge and reflection on the development of theoretical concepts and theories underlying the satisfaction of teachers, referring to other research with teachers from other levels of education. Despite the variability of the results regarding the relationship between satisfaction and other variables, we believe that many of the results are similar between the upper level and other levels of education. However, by not having this certainty, it seems appropriate to try to ensure a deeper analysis of this issue.La satisfacción y la insatisfacción laboral son funciones de la percepción referente a lo que se espera y se obtiene de un trabajo o profesión, al igual que del valor que se les atribuye. Cuando la gente percibe que obtiene lo que aspira, el trabajo será una fuente de placer, bienestar y satisfacción. Aunque hay pocas investigaciones en el ámbito de la educación superior, este estudio tiene como objetivo proporcionar el conocimiento y la reflexión sobre la evolución de los conceptos teóricos y las teorías que subyacen a la satisfacción del personal docente, en referencia a otras investigaciones realizadas con profesores de otros niveles de enseñanza. A pesar de la variabilidad de los resultados encontrados con respecto a la relación entre la satisfacción y otras variables, creemos que muchos de los resultados son similares entre el nivel superior y los otros niveles de la educación. Sin embargo, al no tener esta certeza, nos parece conveniente tratar de asegurar un análisis más profundo de dicha cuestión.A satisfação e insatisfação no trabalho são funções da percepção relativamente ao que se espera e se obtém a partir de um emprego ou profissão e, bem assim, quanto ao valor se lhes atribui. Quando as pessoas percebem o que aspiram, o trabalho será uma fonte de prazer, bem-estar e satisfação. Embora sejam escassos os estudos no âmbito do ensino superior, o presente estudo visa proporcionar o conhecimento e a reflexão acerca da evolução teórica dos conceitos e teorias subjacentes à satisfação do pessoal docente, fazendo referência a outras pesquisas realizadas com docentes de outros níveis de ensino. Apesar da variabilidade de resultados encontrada, no que respeita à relação entre satisfação e outras variáveis, acreditamos que muitos dos resultados possam ser semelhantes de entre os do ensino superior e os restantes níveis de ensino. Não havendo, porém, essa certeza, nos parece pertinente o desenvolvimento de esforços que garantam uma análise mais profunda desta temática.application/pdfPocinho, M., & Gouveia-Fragoeiro, J. (2012). Satisfação dos docentes do ensino superior. Acta Colombiana de Psicología, 15(1), 87-97. Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/1990123-9155http://hdl.handle.net/10983/700porUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 15, no 1. (ene.-jun. 2012); p. 87-97Alcobia, P. (2002). Atitudes e Satisfação no trabalho. In J.M. Carvalho Ferreira e A. Caetano (Orgs), Manual de Psicossociologia das Organizações (pp. 290-314). Lisboa: McGraw-Hill.Arnold, J., Silvester, J., Patterson, F., Robertson, I., Cooper, C., Burnes, B. (2005). Work Psychology - Understanding Human Behaviour in the workplace (4th ed.), London: FT Prentice Hall.Avery, M. (1998). The impact of teachers' demographic characteristics on the level of job satisfaction in secondary schools in rivers state: A case study of teachers in rivers state secondary schools. Unpublished Master Thesis, Port Harcourt: University of Port Harcourt, Nigeria.Barros, J. (2000). Os professores vistos por eles mesmos: Características positivas e negativas. Psicologia, Educação, Cultura, 4 (1), 45-63.Batista, Maria de Lurdes (2002). Educação, mercado de trabalho. Lisboa: DAPP.Beliaeva, G.F., Gorshkova, I.D., & Kostikova, I.V. (2001). University women. Russian Social Science Review, 42 (4), 78-99.Bell, M. & Gilbert, J. (1994). Teacher development as professional, personal e social development. Teaching and Teacher Education, 10 (5), 483 -497.Bishay, A. (1996). 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International Journal of Occupational Safety ans Ergonomics, 5 (4), 485-511.Derechos Reservados - Universidad Católica de Colombia, 2012info:eu-repo/semantics/openAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)https://creativecommons.org/licenses/by-nc/4.0/http://purl.org/coar/access_right/c_abf2Satisfação no TrabalhoSatisfação DocenteEnsino SuperiorSatisfacción en el trabajoSatisfacción del docenteEducación superiorJob SatisfactionTeacher's Job SatisfactionHigher EducationSATISFACCION EN EL TRABAJOEDUCACION SUPERIORCALIDAD DE LA EDUCACION-BRASILDOCENTES EN LA EDUCACIONSatisfação dos docentes do ensino superiorSatisfacción de los docentes de educación superiorSatisfaction of higher education teachersArtículo de 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