Democratic Coexistence and School Climate in Ayacucho Students
DOI:
https://doi.org/10.37843/rted.v18i1.595
Article Sidebar
Main Article Content
Abstract
There are rigid, authoritarian, and discriminatory classroom behaviors and attitudes, which must be modified by promoting inclusion processes, good treatment, and the practice of values. The study aimed to analyze the effect of democratic coexistence on the school climate. The research was based on the positive paradigm, hypothetical-deductive method, quantitative approach, non-experimental analytical design, and cross-sectional. The population was made up of 210 high school students, and the sample determined by the stratified probabilistic method was made up of 137 students. Regarding the technique, a survey and two questionnaires were developed as instruments, duly validated and of acceptable reliability. The results obtained through the ordinal logistic regression test show that the democratic coexistence model is plausible because the p-value < 0.05; Therefore, the model explains 73.7% of the school climate. It was also verified that the most influential dimension is autonomy and leadership, with 55.1%, and the least influential is the participation dimension, with 36.6%. Therefore, it is recognized that promoting a culture of respect for opinion and diversity among students and teachers contributes to creating an environment of harmony. Among the conclusions, it is highlighted that promoting a positive school climate through democratic coexistence forges a social and school environment consistent with students' interests.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
References
Ahmed, I., & Ishtiaq, S. (2021). Reliability and validity: Importance in Medical Research. Journal of the Pakistan Medical Association, 71(10), e2403. http://dx.doi.org/10.47391/JPMA.06-861 DOI: https://doi.org/10.47391/JPMA.06-861
Anabalón, Y., Concha, M., San-Martín, N., Ossa, C., & Vega, E. (2024). School coexistence: Perceptions of education professionals belonging to the Ñuble region. Environment and Social Psychology, 9(4), 1-12. https://doi.org/10.54517/esp.v9i4.2168 DOI: https://doi.org/10.54517/esp.v9i4.2168
Calderón-González, N., & Vera-Noriega, J. (2022). La valoración de estudiantes acerca del clima escolar, convivencia y violencia en escuelas secundarias del noroeste de México. Revista Electrónica Educare, 26(3), 186-201. https://doi.org/10.15359/ree.26-3.11 DOI: https://doi.org/10.15359/ree.26-3.11
Carrion-Zuniga, I., Villaroel-Diaz, J., & Fernandez-Llerena, J. (2022). Convivencia inclusiva y el clima escolar en estudiantes provenientes de comunidades nativas de una provincia amazónica del sureste de Perú. Revista Amazónica de Ciencias Sociales, 1(2), e206. https://doi.org/10.55873/racs.v1i2.206 DOI: https://doi.org/10.55873/racs.v1i2.206
Cohen, A. (2024). The transformative role of research in democratic civic education during times of armed conflict. Journal of Social Science Education, 23(2), 1-13. https://doi.org/10.11576/jsse-7181
Cortés, M., Moraga, E., Aguayo, I., Méndez, P., & Silva, D. (2023). La estadística, una herramienta indispensable para la investigación en Ciencias de la Salud. South Florida Journal of Development, 4(10), 3957-3967. https://doi.org/10.46932/sfjdv4n10-018 DOI: https://doi.org/10.46932/sfjdv4n10-018
Cvetkovic-Vega, A., Maguiña, J., Soto, A., Lama-Valdivia, J., & Correa, L. (2021). Estudios transversales. Revista de la Facultad de Medicina Humana, 21(1), 179-185. http://dx.doi.org/10.25176/rfmh.v21i1.3069 DOI: https://doi.org/10.25176/RFMH.v21i1.3069
García-Areiza, O., Peñaloza-Tarazona, M., & Rozo-Pérez, O. (2023). La voz del estudiante en la convivencia hacia la transformación social en la escuela. Revista Perspectivas UFPS, 8(1), 396-410. https://doi.org/10.22463/25909215.4207 DOI: https://doi.org/10.22463/25909215.4207
Hernández, J., Agramonte, R., & Menéndez, E. (2021). Convivencia escolar. Razones para la polémica de un problema actual. Revista de Investigaciones de la Universidad Le Cordon Bleu, 8(2), 67-82. https://doi.org/10.36955/RIULCB.2021v8n2.007 DOI: https://doi.org/10.36955/RIULCB.2021v8n2.007
Huamán, J., Treviños, L., & Medina, W. (2022). Epistemología de las investigaciones cuantitativas y cualitativas. Horizonte de la Ciencia, 12(23), 27-47. https://doi.org/10.26490/uncp.horizonteciencia.2022.23.1462 DOI: https://doi.org/10.26490/uncp.horizonteciencia.2022.23.1462
Jares, X. (2006). Educación para la paz: su teoría y su práctica. Editorial Popular. https://acortar.link/k2HeFk
Mardones, G. (2023). La influencia del clima escolar en el aprendizaje: Revisión sistemática. Revista Realidad Educativa, 3(2), 121-145. https://doi.org/10.38123/rre.v3i2.300 DOI: https://doi.org/10.38123/rre.v3i2.300
Medranda, J., Contreras, M., & Obado, E. (2024). School conflict versus academic performance. ALTERIDAD: Revista de Educación, 19(1), 123-131. https://doi.org/10.17163/alt.v19n1.2024.10 DOI: https://doi.org/10.17163/alt.v19n1.2024.10
Moos, R. (1974). The Social Climate Scales: An Overview. Consulting Psychologists Press.
Mustofá, M. (2024). Epistemological Paradigms in Positivism, Interpretivism, and Action Research in Educational Research: A Literature Review. JOAEP: Journal of Office Administration, Education and Practice, 3(3), 214-224. https://doi.org/10.26740/joaep.v3n3.p214-224 DOI: https://doi.org/10.26740/joaep.v3n3.p214-224
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura [Unesco]. (2020). El trabajo de la UNESCO en el ámbito de la educación. UNESCO. https://www.unesco.org/es/education/action
Parra, J., Gomáriz, M., Hernández-Prados, M., & Martínez, M. (2024). Participación, convivencia y bienestar: claves para una educación de calidad. Revista Internacional de Organizaciones, (32), 11-33. https://doi.org/10.17345/rio32.453 DOI: https://doi.org/10.17345/rio32.453
Ponce-Vega, C., Espinoza-Jara, M., & Echevarría-Rufino, M. (2021). La convivencia democrática en estudiantes de programas no escolarizados. Revista Identidad, 7(2), 42-47. https://doi.org/10.46276/rifce.v7i2.1284 DOI: https://doi.org/10.46276/rifce.v7i2.1284
Radhakrishnan, G. (2023). Non-Experimental Research Designs: Amenable to Nursing Contexts. Asian Journal of Nursing Education and Research, 3(1), 25-28. https://acortar.link/lNOsEa
Sánchez, D. (2022). Técnicas e instrumentos de recolección de datos en investigación. TEPEXI Boletín Científico de la Escuela Superior Tepeji del Río, 9(17), 38-39. https://doi.org/10.29057/estr.v9i17.7928 DOI: https://doi.org/10.29057/estr.v9i17.7928
Saras, E. (2023). Técnicas e instrumentos de investigación en la actividad investigativa. Revista Educación, 21(21), 8-9. https://doi.org/10.51440/unsch.revistaeducacion.2023.21.458 DOI: https://doi.org/10.51440/unsch.revistaeducacion.2023.21.458
Siponen, M., & Klaavuniemi, T. (2020). Why is the hypothetico-deductive (H-D) method in information systems not an H-D method? Information and Organization, 30(1), e100287. https://acortar.link/vGXCh7 DOI: https://doi.org/10.1016/j.infoandorg.2020.100287
Valcárcel, M. (2017). Usefulness of Analytical Research: Rethinking Analytical R&D&T Strategies. Analytical Chemistry, 89(21), 11167-11172. https://doi.org/10.1021/acs.analchem.7b03935 DOI: https://doi.org/10.1021/acs.analchem.7b03935
Veloza, R. (2023). Validity and reliability of the quantitative analysis instrumenton the use of social networks and the development of emotional intelligence in adolescents. Ciencia Latina: Revista Científica Multidisciplinar, 7(3), 4907-4932. https://doi.org/10.37811/cl_rcm.v7i3.6522 DOI: https://doi.org/10.37811/cl_rcm.v7i3.6522
Únete a nuestro canal de Telegram para recibir notificaciones de nuestras publicaciones
