Identidad docente y convivencia escolar en la Institución Educativa “Fe y Alegría Nº 5” de San Juan de Lurigancho, 2018.
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Date
2023-10-06
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Universidad Nacional de Educación Enrique Gúzman y Valle
Abstract
El objetivo de este trabajo de investigación lleva por título Identidad docente y Convivencia escolar en la Institución Educativa “Fe y Alegría Nº5” de San Juan de Lurigancho, 2018, se tuvo la intención de determinar la relación existente entre la variable dependiente identidad docente y la variable independiente convivencia escolar.
Por lo tanto, por un lado, se buscó definir la identidad docente haciendo referencia a las características propias del profesional dedicado a la enseñanza y a la manera como lo va construyendo desde el momento en que reconoce su vocación docente y lo va fortificando en el ejercicio de la labor pedagógica. Por otro lado, se entendió que la convivencia escolar, se construye desde la realidad educativa y significa vivir de manera pacífica dentro de las instituciones educativas, en donde todos los actores educativos deben aprender a relacionarse de manera asertiva entre ellos, basándose en las normas de convivencia para construir un clima armonioso y saludable que les permita propiciar el desarrollo integral de sus miembros.
Además, la investigación procuró determinar la relación que existe entre las dos variables identidad docente y convivencia escolar. Entiéndase, que la investigación es de porte descriptivo correlacional, de corte transversal, diseño no experimental y de enfoque cuantitativo. Esta se elaboró en base a una población de 52 docentes y 286 estudiante de la institución educativa “Fe y Alegría Nº5”, 2018. Sin embargo, se estimó a través de una muestra probabilística aleatoria simple de 20 docentes y 20 estudiantes.
Finalmente, se consideró una relación directa y significativa existente entre la variable dependiente Identidad docente y la variable independiente Convivencia escolar, así mismo con sus dimensiones participación de los actores escolares, identidad escolar y normative escolar.
The objective of this research work is titled Teacher identity and school coexistence in the Educational Institution “Fe y Alegría Nº5” of San Juan de Lurigancho, 2018, the intention was to determine the relationship between the dependent variable teacher identity and the independent variable school coexistence. Therefore, on the one hand, we sought to define the teaching identity by referring to the characteristics of the professional dedicated to teaching and the way in which they build it from the moment they recognize their teaching vocation and strengthen it in the exercise of their teaching. pedagogical work. On the other hand, it was understood that school coexistence is built from the educational reality and means living peacefully within educational institutions, where all educational actors must learn to relate assertively among themselves, based on the norms of coexistence to build a harmonious and healthy climate that allows them to promote the comprehensive development of their members. Furthermore, the research sought to determine the relationship that exists between the two variables of teacher identity and school coexistence. It is understood that the research is descriptive, correlational, cross-sectional, non-experimental in design and has a quantitative approach. This was prepared based on a population of 52 teachers and 286 students from the educational institution “Fe y Alegría Nº5”, 2018. However, it was estimated through a simple random probabilistic sample of 20 teachers and 20 students. Finally, a direct and significant relationship was considered between the dependent variable Teacher identity and the independent variable School coexistence, as well as its dimensions participation of school actors, school identity and school regulations.
The objective of this research work is titled Teacher identity and school coexistence in the Educational Institution “Fe y Alegría Nº5” of San Juan de Lurigancho, 2018, the intention was to determine the relationship between the dependent variable teacher identity and the independent variable school coexistence. Therefore, on the one hand, we sought to define the teaching identity by referring to the characteristics of the professional dedicated to teaching and the way in which they build it from the moment they recognize their teaching vocation and strengthen it in the exercise of their teaching. pedagogical work. On the other hand, it was understood that school coexistence is built from the educational reality and means living peacefully within educational institutions, where all educational actors must learn to relate assertively among themselves, based on the norms of coexistence to build a harmonious and healthy climate that allows them to promote the comprehensive development of their members. Furthermore, the research sought to determine the relationship that exists between the two variables of teacher identity and school coexistence. It is understood that the research is descriptive, correlational, cross-sectional, non-experimental in design and has a quantitative approach. This was prepared based on a population of 52 teachers and 286 students from the educational institution “Fe y Alegría Nº5”, 2018. However, it was estimated through a simple random probabilistic sample of 20 teachers and 20 students. Finally, a direct and significant relationship was considered between the dependent variable Teacher identity and the independent variable School coexistence, as well as its dimensions participation of school actors, school identity and school regulations.
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Citation
Baracco Almeida, H. A. (2023). Identidad docente y convivencia escolar en la Institución Educativa “Fe y Alegría Nº 5” de San Juan de Lurigancho, 2018 (Tesis de posgrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.