La Percepción Y El Rendimiento Docente: La Teoría De Equidad Laboral Dentro De La Educación Pública

This study explores the perception of inequity in the public education system, specifically focusing on teachers' views of institutional structures, peer performance, and school practices. It is hypothesized that such perceptions can contribute to feelings of workplace inequity, which may impact motivation and overall performance. Using a survey method, 28 teachers from public secondary schools in Mar del Plata, Buenos Aires, were asked to respond to questions related to the perceived effort and compensation disparities among colleagues, the role of institutional commitment, and the impact of educational practices such as grade flexibility and reward systems. Drawing on John Stacey Adams’ equity theory, the findings suggest that teachers feel a sense of inequity when they perceive discrepancies in work effort and outcomes, particularly in the context of remuneration and institutional support. The survey results highlight that many teachers believe the current reward systems, including the practice of purchasing unearned certifications, exacerbate this inequity. Additionally, the perception of stronger institutional commitment correlates with more effective teaching practices. The study concludes that a more equitable reward system, linked to teacher performance, could reduce these perceptions of inequity and improve overall morale and efficiency within the public education sector. Further research with a larger sample size may yield similar results, reinforcing the significance of addressing these issues in educational policy.