Is school climate improving? Secondary students and teachers’ perceptions of conflictivity

Authors

  • Inmaculada Hernando Mora Universidad Católica de Valencia
  • Roberto Sanz Ponce Instituto Universitario de Teoría de la Educación
DOI: https://doi.org/10.6018/j/308991
Keywords: School conflict, climate school, bullying, verbal violence, unmotivated teachers, secondary education.

Abstract

A large part of society is concerned about school conflict, a subject that has been studied in depth over the last few years. Over a period of time bullying was on the rise. However, new studies that show that
school climate is improving have started to appear.
The aim of this paper is to verify if really school climate is improving by means of two surveys based on pupils and teachers’ perceptions of school conflict, conducted in 1998/1999 and 2011/2012 by different researchers. The total sample consisted of over 4,000 secondary teachers and students in their third year of secondary school.
Results show that, in the participants’ opinion, students are not especially troubled and school climate is positive. The most frequent aggressions are of a verbal nature and troubled students just disrupt the
course of the classes. In spite of this, there are 15% of unmotivated teachers because of school conflict. It was also noticed that family situations affect student achievement. The percentage of students who
had retaken a year was higher in broken homes and when mothers worked outside home.
The results show that conflict has decreased compared to the first study (García & Martínez, 2001).

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Published
08-11-2017
How to Cite
Hernando Mora, I., & Sanz Ponce, R. (2017). Is school climate improving? Secondary students and teachers’ perceptions of conflictivity. Educatio Siglo XXI, 35(3 Nov-Feb1), 255–276. https://doi.org/10.6018/j/308991
Issue
Vol. 35 No. 3 Nov-Feb1 (2017): Materiales Didácticos, Libros de Texto y Educación Inclusiva
Section
Artículos

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