Student Misbehaviour and School Climate: A Multilevel Study

  1. Mª Belén Martínez-Fernández
  2. Mª José Díaz-Aguado
  3. José C. Chacón
  4. Javier Martín-Babarro
Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2021

Volumen: 27

Número: 1

Páginas: 1-11

Tipo: Artículo

Otras publicaciones en: Psicología educativa

Resumen

Esta investigación examina en qué medida la percepción del profesorado sobre el comportamiento disruptivo correlaciona con la percepción del clima escolar y los autoinformes del alumnado, mediante una modelización multi-informante y multinivel. Los cuestionarios sobre el clima escolar, cumplimentados por 4,055 profesores y 16,017 estudiantes (de 1º a 4º curso de Educación Secundaria Obligatoria pertenecientes a 187 centros educativos), muestran que las características de los profesores se relacionan solo marginalmente con la disrupción percibida. La existencia de unas reglas justas y el apoyo de las familias de los estudiantes se mostraron como factores de protección, mientras que la ausencia de un adecuado liderazgo en el equipo directivo aparecía como factor de riesgo. Además, los mensajes que los alumnos reciben de sus padres a favor de la violencia actuaron como moderadores del liderazgo y las reglas, mientras que el trato coercitivo de los profesores que percibían los estudiantes actuó de moderador del apoyo de la familia hacia el profesorado.

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