TEACHER PERCEPTION OF UNIVERSITY ORGANIZATIONAL CLIMATE AND ITS INFLUENCE ON DECISION-MAKING SKILLS: A DOCUMENT REVIEW

Abstract

This article presents a systematic review of twenty doctoral theses published between 2020 and 2025 focused on the university organizational climate and its impact on faculty problem-solving skills, relevant to all selected research projects in higher education (SCIENCE). The main objective is to analyze the extent to which the organizational conditions perceived by faculty influence their problem-solving, decision-making, and adaptation to complex institutional situations in the evaluated educational environments. The search protocol used recognized academic repositories and strictly defined inclusion criteria exclusively to select works focused on university faculty. The results identify hypothetical dimensions; among others, transformational leadership, internal communication, faculty well-being, and organizational structure demonstrate the theoretical configuration of favorable climates. Scientific literature was identified where concepts and processes are deployed to define and measure problem-solving skills, despite the absence of standardized instruments. The hypothesis of this phenomenon proposes that healthy climates reinforce strategic teaching competencies through institutional recognition and a participatory culture. This analysis suggests the instrumental hypothesis of intrinsic university performance, as it shows how the climate not only affects individual performance but also operates as an institutional platform that contributes to blocking or facilitating action, innovation, and academic cohesion on campus.