TEACHER'S PERCEPTIONS ABOUT ACADEMIC GROUPS. THE CASE OF A PUBLIC UNIVERSITY IN SOUTHEASTERN MEXICO

Abstract

In Mexico, the Department of Public Education seeks, through the Program for the Professional Progress of Teachers (PRODEP, for its initials in Spanish), to professionalize Full-Time Teachers of advanced level in the fields of research, teaching, technological development and innovation through different programs such as the funding of Academic Groups (AGs), which are small collegiate of professor-researchers that undertake the roles of teaching, tutoring, management and who work together for the creation and implementation of new learning. The purpose of this study was to analyze from a qualitative methodology with a constructivist approach the perception of professors on the current situation of the AGs, regarding the degree of both group and organizational commitment of its members and the organizational support they receive from its members. The empirical work carried out on six campuses of a southeastern university in Mexico. In these campuses, there are 37 AGs composed of 157 professors. Purposive sampling was used, choosing two members in every AG and obtaining a sample of 74 subjects. Semi-structured interviews were carried out with the participants. It was found that: a) teachers contribute to the organizational development with actions that remain in the educational level, b) most of the professors show their commitment with the work of the AG, c) there is few financial support for the work of the AGs; the bureaucracy reduces the enthusiasm to work in an AG, d) teachers view the engagement in an Academic Group as an opportunity for professional development, academic reputation and self-improvement, e) the flaws of AGs are mainly the lack of time to gather and carry out work together.