Compromiso Docente en la Educación Superior Tecnológica: Evidencia Desde Una Universidad Mexicana

Abstract

The present study aimed to analyze the level of work engagement of the academic staff of the Technological University of Durango, assigned to the International Business Operations, International Logistics Engineering, and Industrial Engineering programs. Based on the theoretical model of Schaufeli and Bakker, three dimensions of engagement were evaluated: vigor, dedication, and absorption. A quantitative approach was used, with a non-experimental design and cross-sectional scope. The sample was census-based, composed of 51 faculty members, and the Utrecht Work Engagement Scale (UWES-17) was applied through an electronic questionnaire. The results revealed predominantly high levels of engagement in the dimensions of vigor (63%) and dedication (71%), which indicated a positive attitude, motivation, and emotional connection with teaching work. However, the absorption dimension registered the lowest score, with 21% of faculty members at low levels, suggesting difficulties in maintaining prolonged concentration and achieving flow states. The conclusions highlighted the need to implement institutional strategies that promote the strengthening of work engagement from a comprehensive perspective, including actions to improve job stability, reduce administrative overload, and create environments that foster focus.