ABSENTEÍSMO DOCENTE: ANÁLISE DE PREDITORES MICROAMBIENTAIS E MACROAMBIENTAIS

Abstract

This article investigates faculty absenteeism in a private higher education institution, analyzing microenvironmental and macroenvironmental factors that influence teachers' unplanned absences. The research is based on the understanding of absenteeism as a multifactorial phenomenon, related to both working conditions and psychosocial aspects present in the institutional daily life. To this end, the research is exploratory in nature with a quantitative approach. A questionnaire based on organizational commitment scales as microenvironmental predictors and institutional support scales as macroenvironmental predictors was used as a research instrument, with the aim of identifying perceptions that function as predictors of possible absences. Data were collected through an electronic questionnaire applied to faculty and analyzed using descriptive statistics and the Student's t-test. The results show that, although no statistically significant differences were found between the groups, feelings such as responsibility, involvement, and enthusiasm appear consistently among faculty, regardless of their length of experience. Regarding the macroenvironment, participants reported high levels of perceived institutional support, especially regarding the help received and the organization's willingness to offer support in special situations. Care should be taken to maintain and constantly improve the indicators, with special attention to younger teachers, a significant group of respondents in the study. The set of predictors, both microenvironmental and macroenvironmental, indicates a low level of propensity for teacher absenteeism.