Resumo

SURDEZ PEREZ, Edith Georgina; MAGANA MEDINA, Deneb Elí  e  SANDOVAL CARAVEO, María del Carmen. Indications of Role Ambiguity in University Teachers. REDIE [online]. 2017, vol.19, n.1, pp.73-83. ISSN 1607-4041.  https://doi.org/10.24320/redie.2017.19.1.889.

Role ambiguity has a negative effect on job satisfaction and organizational achievements in the education field. The aim of this research was to identify indications of role ambiguity in university teachers who split their time between teaching and research in the field of social and management sciences. The study, performed in a public higher education institution in Mexico, is descriptive and correlational and uses a quantitative approach. A Likert-type scale was used with a Cronbach’s alpha reliability coefficient of .92 and factor loadings above .60 for all dimensions. The results find the highest levels in the dimensions “Ambiguity in Demands” and “Ambiguity in Standards”, mainly caused by a lack of clarity in the guidelines and framework that regulate the assessment of academic performance.

Palavras-chave : University; role of the teacher; teacher’s evaluation.