Suchergebnisse

Desde mediados del siglo XIX, la enseñanza ha sido el sector que la mujer ha utilizado para entrar en el mercado de trabajo, produciéndose, a partir de entonces, una feminización de la profesión docente en España. Numerosos procesos políticos, socioeconómicos y culturales han permitido el acceso masivo de la mujer a la enseñanza superior y una paulatina expansión de profesoras desde la enseñanza primaria a todos los niveles del profesorado. Sin embargo, pese a los altos índices de feminización de la profesión, aún existen diferencias de género que se evidencian en la disminución de su presencia a medida que aumenta el nivel educativo y en los cargos de poder de las instituciones educativas, entre otras. Este trabajo pone el énfasis en el análisis descriptivo de la composición del profesorado según el género y su relación con los niveles y enseñanzas impartidas, la titularidad del centro, los equipos directivos, la edad, la dedicación horaria y otras variables referidas al desempeño de la profesión como la motivación o la satisfacción laboral. Se concluye que, para las Enseñanzas de Régimen General No Universitarias en el periodo 1999-2013 para el que existen datos disponibles, se encuentran diferencias por sexo significativas que permiten concretar algunas iniciativas para reducir las desigualdades de género, incrementar el número de varones en la profesión y avanzar hacia la equiparación de oportunidades en la participación femenina en los puestos de dirección. Por último, este estudio se propone como punto de partida para un trabajo empírico posterior acerca del efecto de la composición del profesorado atendiendo al género sobre los resultados académicos del alumnado. ; Since the mid-19th century, education has been the sector that women have been using to access to the job market, resulting, since then, in a feminization of the educational profession in Spain. Large political, cultural, social and economic processes has allowed women to access to higher education in a massive way and a gradual expansion of teachers (women) from primary education to all levels of teaching. However, in spite of the high rates of feminization in that profession, there still are gender differences as those seen in the reduction of women as the educational level increases and those seen in the lack of women in positions of power, inter alia. This work puts an emphasis on the descriptive analysis of the composition of the faculty according to gender and its relation with the levels and teaching delivered, the ownership of the centre, the staff, age, the allotted time and other variables referred to the performance of the profession as the motivation or the job satisfaction. The conclusión is that, referred to the Non-University Common Education during the 1999-2013 period (there are only data available for that period), we found significative gender differences which allow us to define some initiatives to reduce the gender inequalities, increase the number of men in the profession and progress to equal opportunities for women in direction positions. Finally, this study tries to be the starting point for further empirical studies about how the composition of the teaching stuff by gender affects the academic results of the students.

Purpose
The use of linear models has major limitations for accurately representing the true link between gender diversity and organizational performance. This study aims to explore two curvilinear models and tests which one – the U-shape or the inverted U-shape – best represents the gender diversity–performance link at two hierarchical levels: the board of directors and the workforce.


Design/methodology/approach
Both models are tested using data collected from a representative sample of Spanish educational organizations, which are dominated numerically by women, although women are still slightly underrepresented in managerial positions.


Findings
The results show the existence of an inverted U-shape and, therefore, the existence of a potential "optimal" level of gender diversity for both the board of directors and the workforce. While the highest performance by the board of directors is attained when the proportion of women and men is balanced in the workforce, the highest level of performance is attained when the proportion of women is greater.


Originality/value
There are hardly any studies simultaneously exploring the gender diversity–performance linkage at two hierarchical levels where the proportion of women/men is substantially different: the board of directors and the workforce. Thus, this study contributes to better know whether such relationship is dependent on the hierarchical position. It is important to know this because each level is related to different functions and tasks and shape a social status that can significantly influence performance.

PurposeBuilding on Upper Echelons Theory and prior research on strategic leadership, the purpose of this paper is to examine the possible effect on employee motivation of two sets of characteristics related to leaders: demographic (gender and age); and professional development (tenure, prior career experience in the organization and training).Design/methodology/approachThe empirical analysis is based on data from a survey of Spanish educational organizations (secondary schools). The hypotheses are tested using hierarchical multiple regression analysis estimations.FindingsThe results reveal that the characteristics linked to a leader's professional development have a significant impact on employee (teacher) motivation. Specifically, a long tenure in office has a negative effect, while prior career experience in an organization and continuous training have a positive impact. However, none of the leader's demographic characteristics considered in the study has a significant impact on teacher motivation.Practical implicationsSeveral lines of managerial and educational policy action are suggested for improving employee (teacher) motivation, especially in the specific case of the schools considered here.Originality/valueThis study is one of the first attempts to explore what impact certain leaders' characteristics have on employee motivation.

Purpose: To diagnose the situation of vocational continuing training in Spain and propose improvements to its management to reduce the structural unemployment rate, taking into account the effects of Industry 4.0 and COVID-19. Design/methodology: Study of the background and current context of vocational continuing training and Industry 4.0 in Spain based on a review of previous academic literature, legislative developments in education and training, and various reports from public and private institutions on productivity and employment. Findings: Definition of eight challenges and lines of action related to completing the implementation of Industry 4.0 and adopting coordinated policies to develop VCT, improving the governance of the FCP by the public administration, promoting training in work and vocational training and guidance for the unemployed, meeting business recruitment needs, promoting business–university relationships, and reducing unemployment. Practical implications: Adapting vocational continuing training to economic sectors where there is more demand for employment and to regions where there is more structural unemployment can contribute to the overall reduction of structural unemployment in Spain. These decreases could have immediate consequences for those who become employed and allow a quicker recovery in future economic crises. Originality/value: This study, despite the scarce empirical evidence that exists about Spanish vocational continuing training, provides a vision of the four areas in which it is developed professional training, postgraduate training, on-the-job training, and training for the unemployed to provide thirty proposals that, through education and training, promote the competitiveness of the Spanish economy and permanent employment

AbstractThe scientific literature related to human resource management (HRM) and sustainability has increased since 2015, coinciding with the establishment of the 2030 Agenda for Sustainable Development. This article combines a bibliometric approach, using VOSviewer and SciMat software, with a systematic literature review to assess and identify the scientific production in this domain. During the period studied (1996–2023), the results reveal the role of HR in achieving corporate sustainability but also the responsibility of companies to apply sustainable principles to HRM practices. Based on the findings and the less developed issues related to the SDGs and HRM a model of research proposals is provided, focusing on mental health (SDG 3), gender equality (SDG 5), collaboration towards climate action and responsible production and consumption (SDGs 12 & 13), and more emphasis on SDG 1 regarding the social sustainability of organisations.