Work design factors in educational programs during COVID-19: An analysis of their relationship with implementation
Factores de diseño del trabajo en programas educativos durante la COVID-19: Un análisis de su relación con la implementación
DOI:
https://doi.org/10.17081/psico.29.55.7723Palabras clave:
Work Design, Educational Institutions, Programs, COVID-19, Work Design Factors, OrganizationsResumen
Introduction: Work Design is associated with processes and results within organizations because it identifies and predicts some of the conditions such as the effectiveness of social programs.
Objective: This article will explore the relationship between organizational factors such as work design and effectiveness in socio-educational programs in the Colombian Caribbean, during the COVID-19 pandemic.
Method: The method applied was quantitative and exploratory, with comparisons between clusters. Participants were the applicators of the program in 72 educational institutions, for a total of 105 people.
Results: It is pointed out that the implementation processes of educational programs were affected by the pandemic. Programs that have accompaniment only from the State show lower application fidelity. The support of senior management in the schools was affected, as was teamwork.
Discussion: The observed effects on implementation, application fidelity, leadership support, and teamwork occurred during the COVID-19 pandemic and are related to organizational factors such as work design and the type of accompaniment.
Conclusions: The relationship between work design, the nature of accompaniment, and program effectiveness is evident in the pandemic context examined.
Descargas
Citas
Bakker, A. B., Scharp, Y. S., Breevaart, K., & De Vries, J. D. (2020). Playful work design: Introduction of a new concept. The Spanish Journal of Psychology, 23. https://psycnet.apa.org/doi/10.1017/SJP.2020.20
Berghs, M., Prick, A. J. C., Vissers, C., & van Hooren, S. (2022). Drama therapy for children and adolescents with psychosocial problems: A systemic review on effects, means, therapeutic attitude, and supposed mechanisms of change. Children, 9(9), 1358. https://doi.org/10.3390/children9091358
Bhat Kapu, S., & Kiruthika. (2024). Some density-based silhouette diagnostics for soft clustering algorithms. Communications in Statistics: Case Studies, Data Analysis and Applications, 10(3–4), 221–238. https://doi.org/10.1080/23737484.2024.2408534
Century, J., Rudnick, M., & Freeman, C. (2017). Fidelity of implementation: An overlooked yet critical construct to establish effectiveness of evidence-based instruc-tional practices. CBE—Life Sciences Education, 16(1), rm1. https://doi.org/10.1187/cbe.16-03-0113
Cho, S.J., Wu, H., & Naveiras, M. (2024). The effective sample size in Bayesian information criterion for level-specific fixed and random-effect selection in a two-level nested model. British Journal of Mathematical and Statistical Psychology, 77, 289–315. https://doi.org/10.1111/bmsp.12327
Cyprian I, U., & Omwoyo Bosire, O. (2019, March 1). Organizational factors and knowledge management applications to user-centred services in federal university libraries in Nigeria. 51(1), 275–288. https://doi.org/10.1177/0961000617726124
Dierdorff, E. C., Ellington, J. K., & Morgeson, F. P. (2025). Contexts, people, and work designs: Developing and testing a multilevel theory for understanding variability in work design consequences. Journal of Applied Psychology, 110(8), 1135–1156. https://psycnet.apa.org/doi/10.1037/apl0001267
Fernández-Ríos, M., Ramírez Vielma, R., Sánchez García, J. C., Bargsted Aravena, M., Polo-Vargas, J. D., & Ruiz Díaz, M. Á. (2017). Spanish-language adaptation of Morgeson and Humphrey’s Work Design Question-naire (WDQ). The Spanish Journal of Psychology, 20. https://doi.org/10.1017/sjp.2017.24
Fuchs, S., & Wang, Y. (2024). Hierarchical variable clustering based on the predictive strength between random vectors. International Journal of Approximate Reasoning, 170, 109185. https://doi.org/10.1016/j.ijar.2024.109185
Humphrey, S. E., Nahrgang, J. D., & Morgeson, F. P. (2007). Integrating motivational, social, and contextual work design features: A meta-analytic summary and theoretical extension of the work design literature. Journal of Applied Psychology, 92, 1332–1356. https://doi.org/10.1037/0021-9010.92.5.1332
ICBF. (2017, 2 de octubre). Proceso promoción y prevención. Anexo servicio preescolar integral (Colombia). https://www.icbf.gov.co/sites/default/files/procesos/a5.mo12.pp_anexo_del_servicio_ preescolar_integral_v1.pdf
Kirillova, K., Fu, X., & Kucukusta, D. (2020). Workplace design and well-being: Aesthetic perceptions of hotel employees. The Service Industries Journal, 40(1–2), 27–49. https://doi.org/10.1080/02642069.2018.1543411
Lamovšek, A., Černe, M., Radević, I., & Božič, K. (2022). The key to work–life balance is (enriched) job design? Three-way interaction effects with formalization and adaptive personality characteristics. Applied Research in Quality of Life, 18(2), 647–676. https://doi.org/10.1007/s11482-022-10100-9
Lemire, C., Rousseau, M., & Dionne, C. (2023). A comparison of fidelity implementation frameworks used in the field of early intervention. American Journal of Evaluation, 44(3), 512–532. https://doi.org/10.1177/10982140211008978
Lizana, P. A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B., & Lera, L. (2021). Impact of the COVID-19 pandemic on teacher quality of life: A longitudinal study from before and during the health crisis. International Journal of Environmental Research and Public Health, 18(7), 3764. https://doi.org/10.3390/ijerph18073764
Lundy, L., & O’Lynn, P. (2019). The education rights of children. In International human rights of children (pp. 259–276). https://doi.org/10.1007/978-981-10-4184-6
Lupova-Henry, E., Blili, S., & Dal Zotto, C. (2021). Designing organised clusters as social actors: A meta-organisational approach. Journal of Organization Design, 10, 35–54. https://doi.org/10.1007/s41469-021-00092-5
Magtalas, S. A., & Eduvala, J. C. (2024). Teacher’s workload in relation to burnout and work performance. International Journal of Multidisciplinary: Applied Business and Education Research, 5(10), 4111–4123. https://doi.org/10.11594/ijmaber.05.10.24
Ministerio de Educación. (2019, 28 de octubre). De Cero a Siempre. https://deceroasiempreterritorial.icbf.gov.co/
Ministerio de Educación Nacional. (2021, 13 de marzo). Ministerio de Educación Nacional. https://www.mineducacion.gov.co/1759/w3-property-value-55270.html?_noredirect=1
Montoya-Palacio, S. E. (2013). Las Escuelas Normales Superiores y la feminización de la docencia en Colombia. Revista Colombiana de
Sociología, 36(1), 179–198. https://repositorio.unal.edu.co/handle/unal/20549
Morgeson, F. P., & Humphrey, S. E. (2006). The Work Design Questionnaire (WDQ): Developing and validating a comprehensive measure for assessing job design and the nature of work. Journal of Applied Psychology, 91(6), 1321–1339. https://psycnet.apa.org/doi/10.1037/0021-9010.91.6.1321
Parker, S. K., & Jorritsma, K. (2021). Good work design for all: Multiple pathways to making a difference. European Journal of Work and Organizational Psychology, 30(3), 456–468. https://doi.org/10.1080/1359432X.2020.1860121
Parker, S. K., Morgeson, F. P., & Johns, G. (2017). One hundred years of work design research: Looking back and looking forward. Journal of Applied Psychology, 102(3), 403–420. https://doi.org/10.1037/apl0000106
Peiró, J., Bayona, J., Caballer, A., & Di Fabio, A. (2020). Importance of work characteristics affects job performance: The mediating role of individual dispositions on the work design–performance relationships. Personality and Individual Differences, 157, 109808. https://doi.org/10.1016/j.paid.2019.109808
Quinn, D. M., & Kim, J. S. (2017). Scaffolding fidelity and adaptation in educational program implementation: Experimental evidence from a literacy intervention. American Educational Research Journal, 54(6), 1187–1220. https://doi.org/10.3102/0002831217717692
Rosati, F., & Faria, L. (2019). Business contribution to the sustainable development agenda: Organizational factors related to early adoption of SDG reporting. Corporate Social Responsibility and Environmental Management, 26, 588–597. https://doi.org/10.1002/csr.1705
Šorytė, R. (2020). ‘Heavenly culture, world peace, restoration of light’: Shincheonji as a global social actor and its enemies. The Journal of CESNUR, 4, 21–34. https://doi.org/10.26338/tjoc.2020.4.3.2
Sutherland, C., Hare, D., Johnson, P. J., Linden, D. W., Montgomery, R. A., & Droge, E. (2023). Practical advice on variable selection and reporting using Akaike information criterion. Proceedings of the Royal Society B, 290, 20231261. https://doi.org/10.1098/rspb.2023.1261
Tingle, E., Corrales, A., & Peters, M. L. (2019). Leadership development programs: Investing in school principals. Educational Studies, 45(1), 1–16.
van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2019). Teachers’ online teaching expectations and experiences during the COVID-19 pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623–638. https://doi.org/10.1080/02619768.2020.1821185
Wang, B., Liu, Y., & Parker, S. K. (2020). How does the use of information communication technology affect individuals? A work design perspective. Academy of Management Annals, 14(2), 695–725. https://doi.org/10.5465/annals.2018.0127
Whillans, A., Perlow, L., & Turek, A. (2021). Experimenting during the shift to virtual teamwork: Learnings from how teams adapted their activities during the COVID-19 pandemic. Information and Organization, 31(1), 100343. https://doi.org/10.1016/j.infoandorg.2021.100343
Zhang, J., Yang, Y., & Ding, J. (2023). Information criteria for model selection. WIREs Computational Statistics, 15(5), e1607. https://doi.org/10.1002/wics.1607
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 Jean David Polo-Vargas, Isidro Maya Jariego, Andrés Muñoz Alvis
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Desde la revista Psicogente impartimos una política de respeto con nuestra comunidad científica incluyendo a nuestros autores. Los autores tienen derecho a un trato respetuoso y atento en el proceso Editorial, que las evaluaciones de sus artículos sean justas, imparciales (para ello la revista procederá con la evaluación doble ciego) y se realicen en un tiempo razonable. Se deberá mantener la confidencialidad y los permisos para proceder con la publicación. Todo cambio solicitado por parte del comité, los pares y el Editor deberán ser explícitos y claramente justificados. Especifica que los autores/as conservarán sus derechos de autor y garantizarán a la revista el derecho de primera publicación de su obra, el cual estará simultáneamente sujeto a la Licencia de reconocimiento de Creative Commons BY que permite a terceros compartir la obra siempre que se indique su autor y su primera publicación a esta revista.
Garantizamos un proceso editorial transparente: desde las acciones de recepción del articulo hasta la validación final del mismo, se hará en comunicación constante con el autor. Las modificaciones en el estado de los artículos, así como las diversas decisiones tomadas sobre él y los tiempos de ejecución empleados se realizarán haciendo uso de la plataforma OJS y de ser necesario en contacto directo a través del correo de autores y de la revista Psicogente. Así mismo se procura la escogencia de Pares revisores idóneos: con perfiles y experiencia que lleven a una avaluación de calidad de cada documento sometido a revisión.
