ARTÍCULOS ORIGINALES
E-ISSN 2389-8194
Vol. 11, No. 1
Enero-junio de 2024
doi: https://doi.org/10.16967/23898186.875
pp. 6-23
rpe.ceipa.edu.co
* PhD in Spanish. Centrum PUCP, Lima, Peru. E-mail: dsalasd@pucp.pe. ORCID: 0000-0001-5523-4777. Google Scholar: https://scholar.
google.com/citations?user=Lq9FTbkAAAAJ&hl=es. Scopus Author ID: https://www.scopus.com/authid/detail.uri?authorId=55599038300.
** Master in Business Administration. Centrum PUCP, Lima, Peru. E-mail: kelly.rojas@pucp.edu.pe. ORCID: 0000-0002-4866-1671. Google
Scholar: https://scholar.google.com.pe/citations?user=M4nMLCQAAAAJ&hl=es. Scopus Author ID: https://www.scopus.com/authid/
detail.uri?authorId=57555955600.
*** Master in Business Administration. Centrum PUCP, Lima, Peru. E-mail: rchicata@pucp.edu.pe. ORCID: 0009-0006-5967-7448. Google
Scholar: https://scholar.google.es/citations?view_op=list_works&hl=es&user=aiyTccUAAAAJ.
**** Master in Business Administration. Centrum PUCP, Lima, Peru. E-mail: minoquio@pucp.edu.pe. ORCID: 0009-0000-8929-3142.
Google Scholar: https://scholar.google.com/citations?hl=es&user=i0sVDxQAAAAJ.
***** Master in Business Administration. Centrum PUCP, Lima, Peru. E-mail: coliveraf@pucp.edu.pe. ORCID: 0009-0009-9053-5570.
Google Scholar: https://scholar.google.com/citations?view_op=list_works&hl=es&user=YIkyjL0AAAAJ.
****** Master in Business Administration. Centrum PUCP, Lima, Peru. E-mail: a20177538@pucp.edu.pe. ORCID: 0009-0006-3321-5480.
Google Scholar: https://scholar.google.com/citations?user=Qo9Yc7cAAAAJ&hl=es.
The Commitment of Teachers in Latin
America Using Online Technology:
Factors and Dimensions
DANIEL E. SALAS-DÍAZ*
KELLY ROJAS**
AUGUSTO R. CHICATA***
MARCO ANTONIO INOQUIO****
MARÍA CONSUELO OLIVERA*****
WENDY SÁNCHEZ******
E-ISSN 2389-8194
Vol. 11, No. 1
Enero-junio de 2024
doi: https://doi.org/10.16967/23898186.875
COMO CITAR ESTE ARTÍCULO
How to cite this article:
Salas-Díaz, D.E. et al. (2024). The
Commitment of Teachers in Latin
America Using Online Technology:
Factors and Dimensions. Revista
Perspectiva Empresarial, 11(1),
6-23.
Recibido: 06 de marzo de 2024
Aceptado: 25 de junio de 2024
ABSTRACT Objective. To identify the factors and dimensions influencing the commitment
of Latin American teachers in the context of online technology. Methodology. The research
employs semi-structured interviews based on theoretical suggestions, considering
the Latin American context. Results. The ndings reveal that Latin American teachers’
commitment to the teaching, profession, institution, and student dimensions is influenced
by personal, contextual, and professional factors. This study sheds light on how technology
is revolutionizing education and learning in Latin America, particularly among teachers.
It also considers the impact of changes in teaching and learning practices, as well as
new approaches to learning development. Personal concerns for students, professional
motivational strategies, and contextual community factors are the most signicant influences
on educator commitment. Conclusions. The results of this research indicate that future
educational managers should implement strategies to enhance teachers’ commitment, these
strategies should include: (i) strengthening educators’ skills and abilities with students; (ii)
creating working conditions that support motivation and professional growth; (iii) equipping
them with the necessary tools to develop their work eectively.
KEY WORDS Teacher, Commitment, Factors, Dimensions, Online Technology, Online
Teaching.
El compromiso de los docentes de América Latina con el uso de la tecnología
en línea: factores y dimensiones
RESUMEN Objetivo. Identicar los factores y dimensiones que influyen en el compromiso
de los docentes latinoamericanos en el contexto de la tecnología en línea. Metodología.
La investigación emplea entrevistas semiestructuradas basadas en sugerencias teóricas,
considerando el contexto latinoamericano. Resultados. Los resultados revelan que las
dimensiones del compromiso de los docentes latinoamericanos con la enseñanza, la
profesión, la institución y los estudiantes están influenciadas por factores personales,
contextuales y profesionales. Este estudio arroja luz sobre cómo la tecnología está
revolucionando la educación y el aprendizaje en América Latina, particularmente entre los
docentes. También considera el impacto de los cambios en las prácticas de enseñanza y
aprendizaje, así como los nuevos enfoques para el desarrollo del mismo. La preocupación
personal por los alumnos, las estrategias de motivación profesional y los factores contextuales
de la comunidad son las influencias más signicativas en el compromiso de los docentes.
Conclusiones. Los resultados del estudio indican que los futuros gestores educativos deberían
aplicar estrategias para mejorar el compromiso de los docentes, estas estrategias deben
incluir: (i) reforzar las habilidades y destrezas de los docentes con los alumnos; (ii) crear
condiciones de trabajo que fomenten la motivación y el crecimiento profesional y (iii) dotar
a los docentes con las herramientas necesarias para llevar a cabo su trabajo con ecacia.
PALABRAS CLAVE docente, compromiso, factores, dimensiones, tecnología en línea,
enseñanza en línea.
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ARTÍCULOS ORIGINALES
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
O compromisso dos professores latino-americanos com o uso da
tecnologia online: fatores e dimensões
RESUMO Objetivo. Identicar os fatores e dimensões que influenciam o engajamento
de professores latino-americanos no contexto da tecnologia online. Metodologia.
A pesquisa utiliza entrevistas semiestruturadas baseadas em sugestões teóricas,
considerando o contexto latino-americano. Resultados. Os resultados revelam que as
dimensões do comprometimento dos professores latino-americanos com o ensino, a
prossão, a instituição e os alunos são influenciados por fatores pessoais, contextuais e
prossionais. Este estudo esclarece como a tecnologia está revolucionando a educação
e a aprendizagem na América Latina, especialmente entre professores. Ele também
considera o impacto das mudanças nas práticas de ensino e aprendizagem, bem como
novas abordagens para o desenvolvimento do ensino e da aprendizagem. Preocupação
pessoal com os alunos, estratégias de motivação prossional e fatores contextuais da
comunidade são as influências mais signicativas no comprometimento do professor.
Conclusões. Os resultados do estudo indicam que futuros gestores educacionais
devem implementar estratégias para melhorar o engajamento dos professores. Estas
estratégias devem incluir: (i) reforçar as competências e habilidades dos professores
com os alunos; (ii) criar condições de trabalho que promovam a motivação e o
crescimento prossional e (iii) fornecer aos professores as ferramentas necessárias
para desempenharem ecazmente o seu trabalho.
PALAVRAS CHAVE professor, comprometimento, fatores, dimensões, tecnologia
online, ensino online.
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ARTÍCULOS
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
Introduction
Literature Review and Conceptual
Framework
10
ARTÍCULOS ORIGINALES
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
Factors Influencing Teacher Commitment
Table 1. Factors Influencing Teacher Commitment
Factors Positive Factors Negative Factors
Personal
No major health problems in family environment Family health problems
Personal values, condence to make a dierence Personal values
Professional
Workload Workload
Supported policies Not supported policies
Contextual factors
Positive relationships with students Problem behavior of students
Support from parents Little support from parents
Management leadership Inconsistent management leadership
Fellowship Lack of fellowship
Source: authors own elaboration.
Dimensions of Teacher Commitment
11
ARTÍCULOS
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
Table 2. Dimensions of Teacher Commitment
Dimensions of teacher commitment Author(s)
Engagement as care
Engagement as occupational competence
Engagement as identity
Engagement as career-long continuity
Tyree (1996)
Engaging with students
Engaging with teaching
Engaging with the institution
Firestone and Rosemblum (1988)
Commitment to students
Commitment to teaching
Commitment to the profession
Commitment to the school as an organization
Park (2005)
Razak, Darmawan and Keeves (2010)
Bolívar (2013)
Commitment to student learning
Commitment to the organization
Commitment to the profession
Dannetta (2002)
Commitment as passion
Commitment as investment of extra time
Commitment as concern for students
Commitment as responsibility for professional know-how
Commitment as transmission of knowledge and values
Commitment as participation in the school community
Croswell (2006)
Professional commitment
Personal commitment
Contextual commitment
Day et al. (2006)
Source: authors own elaboration.
12
ARTÍCULOS ORIGINALES
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
Objective of the Research
Methodology
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ARTÍCULOS
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
Figure 1. Node Networks: Factors Influencing Teacher Commitment. Source: ATLAS.ti.
Table 3. Prole of Participants
Code Age Years of
Experience
Years in the
institution
Type of
School Classrooms Working hours per
day
Students per
classroom
DM001 39 20 8Private 210 hours 41 and over
DM002 69 40 33 Private 5Less than 8 hours 21-30 students
DM003 34 10 8Private 6More than 12 hours 21-30 students
DM004 47 20 7Private 810 hours 21-30 students
DF005 26 6 1 Private 410 hours 21-30 students
DM006 50 25 5Private 610 hours 21-30 students
DM007 38 10 6Private 12 Less than 8 hours 21-30 students
DM008 44 21 2Private 6More than 12 hours 21-30 students
DM009 58 33 33 Private 5More than 12 hours 21-30 students
DM010 52 20 5Public 810 hours 31-40 students
DM011 27 7 5 Private 910 hours 41 and over
DF012 33 8 2 Private 5More than 12 hours 21-30 students
DM013 55 31 25 Private 810 hours 31-40 students
DM014 64 37 37 Public 8More than 12 hours 31-40 students
DF015 37 13 1Private 3More than 12 hours 21-30 students
DM016 46 23 3Private 16 More than 12 hours 21-30 students
DF017 31 7 4 Private 410 hours 31-40 students
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ARTÍCULOS ORIGINALES
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
Code Age Years of
Experience
Years in the
institution
Type of
School Classrooms Working hours per
day
Students per
classroom
DF018 39 16 7Private 810 hours 21-30 students
DM019 38 16 15 Private 10 10 hours 31-40 students
DF020 40 15 5Private 6More than 12 hours 21-30 students
DM021 45 21 17 Private 8More than 12 hours 21-30 students
DM022 36 7 1 Private 5More than 12 hours 21-30 students
Note: Years at institution refers to the number of years the teacher has worked at the current institution where he/she is working
remotely.
Source: authors own elaboration.
Results
Figure 2. Map of Factors Influencing Commitment of Teachers in a Latin American Culture. Source: authors own elaboration.
15
ARTÍCULOS
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
Factors Influencing Teacher Commitment
Personal Factors
Professional Factors
Contextual Factors
16
ARTÍCULOS ORIGINALES
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
Table 4. Classication of Teacher Commitment Factors, Using Technology in a Latin American Culture
Factor Type Denition Influence
Type Factors n
Personal factors Personal characteristics of teachers
that relate to their commitment
Positive Concern for students 18
Positive Positive view 13
Positive Empathy 11
Positive Passion for teaching 10
Positive Self-Ecacy 9
Positive Organization 9
Positive Creativity 8
Positive Enthusiasm 8
Positive Workplace Resilience 8
Positive Perseverance 5
Positive Peace of Mind 4
Positive Conceal feelings 3
Positive Innovation 3
Positive Patience 3
Positive Tolerance 2
Negative Feeling lonely 19
Negative Fatigue 17
Negative Stress 15
Negative Uncertainty 15
Negative Frustration 12
Negative Fear 8
Negative Resignation 8
Negative Self-absorbed 7
Negative Impotence 7
Negative Distress 5
Negative Sadness 4
17
ARTÍCULOS
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
Factor Type Denition Influence
Type Factors n
Negative Anxiety 3
Negative Annoyance 3
Negative Negativity 2
Negative Resistance to change 1
Negative Loneliness 1
Professional Factors
Perspectives on teacher professional
development related to teacher
commitment
Positive Policies that motivate 19
Positive Autonomy of the institution 17
Positive Interest in learning 14
Positive Identication with the institution 8
Positive Knowledge of ICTs 7
Positive Stand out professionally 6
Positive Identication with your profession 6
Positive Experience 5
Negative Policies that discourage 13
Negative Lack of knowledge of ICTs 11
Contextual factors
Interrelation with the organization,
colleagues, parents and students
who relate to their commitment
Positive Fellowship 18
Positive Family Balance 14
Positive Adaptation to change 12
Positive Positive interaction with parents 11
Positive Good relationship with students 10
Positive Gratitude from students 8
Positive Employment stability 7
Positive Greater involvement of parents 5
Negative Family Imbalance 6
Negative Negative interaction with parents 5
Negative Less involvement of parents 3
Note: Each participant identied more than one factor that influenced their commitment. Twenty-two teachers were interviewed
(n=22).
Source: authors own elaboration.
18
ARTÍCULOS ORIGINALES
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
Dimensions of Teacher Commitment
commitment.
Commitment to Students
Commitment to the Institution
Commitment to Teaching
Commitment to the Profession
19
ARTÍCULOS
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
Table 5. Dimensions or Types of Teacher Commitment, Using Technology in a Latin American Culture
Dimension of teacher
commitment Denition Teachers n
Commitment to the student
Teacher behavior focused on the
student’s attention and responsibility
for their learning
DF005, DF012, DF015, DF017, DF018, DF020,
DM001, DM002, DM003, DM009, DM010,
DM011, DM014, DM016, DM021, DM022
16
Commitment to the institution
Teacher behavior that implies a bond
of belonging to the institution and
identies with the institution’s values
DM004, DM006, DM007, DM013 4
Commitment to teaching
Teacher behavior that manifests
a psychological link between the
teacher and the reason for their work
DM008, DM019 2
Commitment to the
profession
Teacher behavior that guides their
eorts to improve their professional
skills and stand out professionally
0
Note: Each of the participants may had dierent behaviors associated with the four types of commitment; however, the most
outstanding type of commitment was highlighted. Field n represents the number of teachers whose behaviors have been
classied in that type of commitment.
Source: authors own elaboration.
Discussion
20
ARTÍCULOS ORIGINALES
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
Conclusions
teacher commitment.
21
ARTÍCULOS
DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
E-ISSN 2389-8194
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DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
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DANIEL E. SALAS-DÍAZ, KELLY ROJAS, AUGUSTO R. CHICATA, MARCO ANTONIO INOQUIO, MARÍA CONSUELO OLIVERA, WENDY SÁNCHEZ
Revista Perspectiva Empresarial, Vol. 11, No. 1, enero-junio de 2024, 6-23
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