Fortalezas, debilidades y retos en la gestión de la convivencia escolarsignificados para los equipos directivos de escuelas de educación primaria y secundaria

  1. Lázaro-Visa, Susana 1
  2. Gómez, Eva 1
  3. García-Lastra, Marta 1
  4. Fernández-Rouco, Noelia 1
  1. 1 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2019

Issue Title: Psicología de la Educación y Saberes Originarios

Volume: 3

Issue: 1

Pages: 373-380

Type: Article

DOI: 10.17060/IJODAEP.2019.N1.V3.1506 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

School coexistence has become a central issue in educational policies and practices. However, its significance in schools and the means to promote it are set and administered from different approaches. The purpose of this work is to understand the ways in which school management teams can represent coexistence, the strengths they have identified in their management, as well as the difficulties and challenges they face. Through exploratory design and qualitative methodology, 13 semi-structured interviews were conducted with representatives of management teams from different schools in Cantabria (Spain). The interviews centred on the implications associated with coexistence, the actions that constitute coexistence in the educational centre, as well as the associated possibilities,difficulties and pending challenges. By means of a thematic codification process, a comparative analysis of the narratives grouped under the same code was carried out, incorporating the conceptually and methodologically consistent topics. NVivo 12 Plus was applied. The results demonstrate that coexistence is viewed as a means to facilitate academic formation, but also as an end in itself, oriented towards the development and integral formation of students, favouring the construction of an active and participatory citizenship. In spite of the value accorded, difficulties such as high staff turnover or low family involvement stand out as key barriers to improvement. In the context of futurechallenges, management teams emphasise the need for formation, reflection and analysis of proposals already underway and the overall involvement of the centre.

Bibliographic References

  • Arslam, G. (2016). Relationship between sense of rejection, academic achievement, academic efficacy, and educational purpose in high school students. Egitim ve Bilim, 41 (183), 293-304.
  • Del Rey, R., Ortega, R. y Feria, I. (2009) Convivencia escolar: fortaleza de la comunidad educativa y protección ante la conflictividad escolar. Revista Interuniversitaria de Formación del Profesorado, 23(3), 159-180.
  • Fernández-Rouco, N., Fernández-Fuertes, A. A., Lázaro-Visa, S. y España-Chico, C. (2018). Convivencia en los centros educativos: percepción del alumnado de educación secundaria obligatoria, postobligatoria y formación profesional. En S. Lázaro-Visa y A.A. Fernández-Fuertes (coord.) Clima escolar, conflicto y gestión de la convivencia en los centros educativos de Cantabria. Santander. Gob...
  • Fernández- Fuertes, A.A., García-Lastra, M, Fernández- Rouco, N. y Gómez Pérez, E. (2018). Convivencia en los centros educativos: percepción del alumnado de 4º, 5º y 6º de educación primaria. En S. Lázaro-Visa y A.A. Fernández-Fuertes (coord.) Clima escolar, conflicto y gestión de la convivencia en los centros educativos de Cantabria. Santander. Gobierno de Cantabria, Consejería de Educaci...
  • Fullan, M. (2009). Change Forces. Probing the Depths of Educational Reform. Londres: The Falmer Press.
  • Galán, A., Mas, C. y Torrego, J.C. (2008). Convivencia en centros educativos: investigación evaluativa en mediación y tratamiento de conflictos desde un modelo integrado. En J. C. Torrego (coord.), El plan de convivencia: Fundamentos y recursos para su elaboración y desarrollo. Madrid: Alianza Editorial.
  • Guerra N. G. y Bradshaw C. P. (2008) Linking the prevention of problem behaviors and positive youth development: core competencies for positive youth development and risk prevention. En N. G. Guerra y C. P. Bradshaw (eds) Core competencies to prevent problem behaviors and promote positive youth development. New directions for Child and Adolescent Development, 122, 1-17.
  • Høigaard, R., Kova, V.B. Overby, N.C. y Haugen, T. (2015). Academic self-efficacy mediates the effects of school psychological climate on academic achievement. School Psychology Quarterly, 30 (1), 64-74.
  • Lázaro-Visa, S. y Fernández-Fuertes, A. (2018) (Coord.) Clima escolar, conflicto y gestión de la convivencia en los centros educativos de Cantabria. Santander. Gobierno de Cantabria, Consejería de Educación, Cultura y Deporte.
  • López, F., Carpintero,E., Del Campo,A., Lázaro, S. y Soriano, S. (2006) El bienestar personal y social y la prevención del malestar y la violencia. Madrid: Pirámide.
  • Llull, D.S., Martí,X., y Brage, L.B. (2015). Malestar social y malestar docente: una investigación sobre el síndrome de desgaste profesional burnout y su incidencia socioeducativa. Aula, 21, 245-257.
  • Murillo, P., y Becerra, S. (2009). Las percepciones del clima escolar por directivos, docentes y alumnado mediante el empleo de . Su importancia en la gestión de los centros educativos. Revista de Educación, 350, 375-399.
  • Sotomayor, D.S., Mayorga, O.F., y Kahl, S.P. (2018). Convivencia escolar para la ciudadanía a la luz de las dimensiones declaradas por la UNESCO: percepción de los estudiantes de segundo ciclo. Boletín Redipe, 7 (2), 94-103.
Data source: Dialnet