Publication: Violencia ejercida y sufrida por el profesorado en su labor docente
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Date
2022
Authors
Nieto Campos, Begoña ; Portela Pino, Iago ; Álvarez García, David ; Domínguez Alonso, José
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.464211
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info:eu-repo/semantics/article
Description
Abstract
El presente estudio tuvo como objetivo conocer la opinión del alumnado sobre el grado de
aparición de ciertas conductas en los centros educativos que pueden ser interpretadas por ellos
como agresión o violencia que ejerce y sufre el profesorado en su interacción con el alumnado.
Se llevó a cabo un muestreo probabilístico estratificado a 4467 estudiantes de Educación Secundaria
Obligatoria de 12 a 16 años (M: 13.81; DT: 1.38), a los cuales se administró el cuestionario
de violencia escolar CUVE-R. Los datos señalaron que el alumnado percibe existencia de
violencia por parte del profesorado hacia el alumnado y viceversa, siendo ligeramente mayor
la llevada a cabo por parte del profesorado. Además, la violencia ejercida por el profesorado se
ha centrado en tener manía o bajar notas, mientras que el alumnado ha buscado dificultar su
labor docente a través de hablar continuamente en clase o comportarse de manera incorrecta.
Análisis ANOVA mostraron que los adolescentes de mayor edad (cursa 3º y 4º de ESO) y con
peores expedientes académicos obtuvieron mayores puntuaciones en la violencia por parte del
profesorado, mientras que la violencia que ejerce el alumnado hacia el profesorado se acentúa
en las chicas de mayor edad, matriculadas en centros públicos situados en entornos urbanos.
En conclusión, se infiere que la violencia ejercida y sufrida por el profesorado sigue presente en los centros educativos, convirtiéndola en un obstáculo importante a vencer para la convivencia pacífica en los centros de enseñanza.
The objective of the present study was to determine what opinion students held about how often do certain behaviors arise in educational centers that can be interpreted by them as aggression or violence that teachers exercise and suffer in their interaction with them. A stratified probability sampling was carried out to 4467 Compulsory Secondary Education students aged 12 to 15 years (M: 13.15; DT: 1.24), to whom the CUVE-R school violence questionnaire was administered. The data suggest that students do perceive that violence is exercised by teachers against students and vice versa, with teachers exercising slightly higher degrees of violence towards students than the contrary. In addition, the violence exerted by the teachers has focused on their perceived dislike of students or their lowering of a student’s grades, while students seek to hinder their teaching by continually speaking in class or behaving incorrectly. ANOVA analysis showed that older adolescents (in 3rd and 4th year of ESO) with worse academic records obtained higher scores in suffering teacher violence, while the violence exercised by students towards teachers was accentuated in older girls enrolled in public centers located in urban settings. In conclusion, it is inferred that the violence exercised and suffered by teachers continues to be present in educational centers, making it a major obstacle to overcome for peaceful coexistence in educational centers.
The objective of the present study was to determine what opinion students held about how often do certain behaviors arise in educational centers that can be interpreted by them as aggression or violence that teachers exercise and suffer in their interaction with them. A stratified probability sampling was carried out to 4467 Compulsory Secondary Education students aged 12 to 15 years (M: 13.15; DT: 1.24), to whom the CUVE-R school violence questionnaire was administered. The data suggest that students do perceive that violence is exercised by teachers against students and vice versa, with teachers exercising slightly higher degrees of violence towards students than the contrary. In addition, the violence exerted by the teachers has focused on their perceived dislike of students or their lowering of a student’s grades, while students seek to hinder their teaching by continually speaking in class or behaving incorrectly. ANOVA analysis showed that older adolescents (in 3rd and 4th year of ESO) with worse academic records obtained higher scores in suffering teacher violence, while the violence exercised by students towards teachers was accentuated in older girls enrolled in public centers located in urban settings. In conclusion, it is inferred that the violence exercised and suffered by teachers continues to be present in educational centers, making it a major obstacle to overcome for peaceful coexistence in educational centers.
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