Estilos de resolución de conflictos presentes en docentes de dos colegios privados de la ciudad de Concepción : estudio descriptivo y comparativo
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Archivos
Fecha
2016
Profesor/a Guía
Facultad/escuela
Idioma
es
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El presente estudio pretende determinar la presencia de diferentes estilos de
resolución de conflictos en profesores al interior de 2 colegios de Concepción.
Para ello, el análisis se enfoca en los colegios particulares pagados, Kingston
College (laico) e Instituto de Humanidades Alfredo Silva Santiago (religioso).
Fruto de esta investigación es posible afirmar que gran parte de los docentes
incluidos en este estudio, actúa u opera desde la experiencia personal, es decir,
desde las vivencias adquiridas a través de los años de servicio dentro de las
instituciones educativas y no siempre siguiendo los nuevos procedimientos
establecidos en los colegios.
Así mismo, se concluye que un número significativo de docentes carecen de
habilidades blandas o personales que les permita llevar de buena forma los
procesos de resolución de conflictos, cada vez más evidentes dentro de toda
comunidad educativa.
Del análisis descriptivo se define cuál es el estilo de resolución de conflictos
predominante en los docentes. A lo anterior, se suma un análisis comparativo
entre los estilos de resolución de conflictos de los profesores de ambos
colegios. La comparación también considera variables como los años de
permanencia en la institución y sexo de los docentes.
Estos datos nos permitirán entregar a los equipos de gestión y directores de los
establecimientos una propuesta de plan de mejora basado en los estilos de
resolución de conflictos. Con ello se desea que los profesores dispongan de las
herramientas técnicas necesarias para un mejor desempeño profesional y con
ello impactar favorablemente en los aprendizajes de los alumnos.
The present study aims to determine the presence of different styles concerning conflict solving used by teachers inside the classrooms of two schools in Concepcion. For this matter, the analysis is focused on private schools, Kingston College, a lay school, and Instituto de Humanidades Alfredo Silva Santiago, a religious school. As a result of this research, it is possible to state that most of the teachers involved in this study, react or operate from personal experience, that is to say, from the experience acquired through years of work within the educational entities and not always following the new procedures set by their schools. Likewise, it can be concluded that a significant number of teachers lack soft or personal skills which may enable them to carry out all the necessary processes involved in conflict solving, which are evidently present in any school community. From the data collected, it is possible to define the predominant style in teachers with respect to conflict solving in the school. From the latter, a comparative analysis between the teachers from both schools regarding their predominant conflict solving styles is also carried out. This analysis also considers variables such as years of working experience and gender of the teachers. This data will enable us to deliver an improvement proposal plan based on conflict solving to headmasters and management teams. It is expected that this proposal plan may enable teachers to have the essential technical tools necessary for a better professional performance and as a consequence to favourably impact on their students’ learning outcomes.
The present study aims to determine the presence of different styles concerning conflict solving used by teachers inside the classrooms of two schools in Concepcion. For this matter, the analysis is focused on private schools, Kingston College, a lay school, and Instituto de Humanidades Alfredo Silva Santiago, a religious school. As a result of this research, it is possible to state that most of the teachers involved in this study, react or operate from personal experience, that is to say, from the experience acquired through years of work within the educational entities and not always following the new procedures set by their schools. Likewise, it can be concluded that a significant number of teachers lack soft or personal skills which may enable them to carry out all the necessary processes involved in conflict solving, which are evidently present in any school community. From the data collected, it is possible to define the predominant style in teachers with respect to conflict solving in the school. From the latter, a comparative analysis between the teachers from both schools regarding their predominant conflict solving styles is also carried out. This analysis also considers variables such as years of working experience and gender of the teachers. This data will enable us to deliver an improvement proposal plan based on conflict solving to headmasters and management teams. It is expected that this proposal plan may enable teachers to have the essential technical tools necessary for a better professional performance and as a consequence to favourably impact on their students’ learning outcomes.
Notas
Seminario (Magíster en Dirección y Liderazgo para la Gestión Educacional)
Palabras clave
Administración de Conflictos, Profesores, Investigaciones, Liderazgo Educacional, Chile, Concepción