Publication: Análisis de dificultades de convivencia en centros escolares de Cataluña. Propuestas de mejora
Authors
Felip Jacas, Nuria ; Puiggalí Allepuz, Joan ; Tesouro Cid, Montserrat
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.577881
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info:eu-repo/semantics/article
Description
Abstract
En el presente trabajo se pretende analizar los principales conflictos, que tienen lugar en las
escuelas de educación infantil y primaria de Cataluña (de 3 a 12 años), y los mecanismos de
resolución y de prevención que se proponen desde los centros educativos.
Se aplicó un cuestionario electrónico de 30 preguntas a equipos directivos de Cataluña y se
obtuvieron 481 respuestas.
Los resultados muestran un índice de conflictividad bajo, con conflictos leves que se achacan
a causas externas, especialmente destacando las incoherencias entre los valores que se
transmiten en la escuela y en la sociedad. También indican que las propuestas de mejora de
la convivencia son de diversa índole (del ámbito curricular, organizativo, profesional y
comunitario) y que, para el éxito de estas, son básicas la participación de los docentes, la
motivación, la concienciación y el liderazgo del equipo directivo.
Finalmente se ha constatado la necesidad de continuar estudiando aspectos que se han
manifestado de interés: la importancia del liderazgo, la necesidad de compartir las
experiencias escolares valiosas y el valor de la formación inicial de los docentes para afrontar
la conflictividad escolar.
This article aims to analyse the main conflicts that occur in infant and primary schools (from the ages of 3 to 12) in Catalunya, and the mechanisms schools use to prevent and resolve them. A 30-question digital questionnaire was sent to school management teams in Catalunya and 481 replies were received. The results showed a low level of conflict, with minor conflicts attributed to external causes, especially highlighting the inconsistencies between the values imparted in schools and in society. They also showed that proposals for improving coexistence are varied (curricular, organizational, professional and community-based) and that, for them to succeed, the participation of teachers and the motivation, awareness and leadership of management teams are essential. Finally, the following areas of interest should continue to be studied: the importance of leadership; the need to share valuable school experiences; and the importance of initial teacher training in dealing with conflicts in schools.
This article aims to analyse the main conflicts that occur in infant and primary schools (from the ages of 3 to 12) in Catalunya, and the mechanisms schools use to prevent and resolve them. A 30-question digital questionnaire was sent to school management teams in Catalunya and 481 replies were received. The results showed a low level of conflict, with minor conflicts attributed to external causes, especially highlighting the inconsistencies between the values imparted in schools and in society. They also showed that proposals for improving coexistence are varied (curricular, organizational, professional and community-based) and that, for them to succeed, the participation of teachers and the motivation, awareness and leadership of management teams are essential. Finally, the following areas of interest should continue to be studied: the importance of leadership; the need to share valuable school experiences; and the importance of initial teacher training in dealing with conflicts in schools.
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