Analizar la correlación de las políticas públicas educativas en el bienestar profesional de docentes de la Unidad Educativa Católica La Victoria de la ciudad de Ibarra.

Abstract

Abstract: This study analyzes the relationship between public education policies and teacher professional well-being at the Catholic Educational Unit La Victoria in the city of Ibarra. The research is based on the recognition of teacher well-being as a key factor for educational quality and the sustainability of school management. Methodologically, it was developed using a quantitative approach, with a descriptive-correlational scope and a non-experimental cross sectional design. The population consisted of 21 teachers, who were given a previously validated comprehensive well-being questionnaire. The results show medium-high levels of professional well-being, with the dimensions of spiritual well-being, institutional identification, and interpersonal relationships standing out, while physical safety and health scored lower. Likewise, a positive relationship was identified between dimensions associated with working conditions, stability, and professional development and the perception of public policy implementation. Finally, that teacher well-being, understood from a comprehensive and humanistic perspective, should be a strategic focus in the formulation and implementation of educational policies in the Ecuadorian context.