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Kore University of Enna
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Prof. Dr. Gabriela Topa
Social and organizational Psychology, Universidad Nacional de Educacion a Distancia
Spain

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Home > Archives > Vol. 9 No. 4 (2024) > Research Articles
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2024-01-09

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Vol. 9 No. 4 (2024)

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Research Articles

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How to Cite

Anabalón, Y. A., Toro, M. C., San Martín, N. L., Cornejo, C. O., & Román, E. V. (2024). School coexistence: Perceptions of education professionals belonging to the Ñuble region. Environment and Social Psychology, 9(4). https://doi.org/10.54517/esp.v9i4.2168
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School coexistence: Perceptions of education professionals belonging to the Ñuble region

Yasna Anabalón Anabalón

Faculty of Health and Social Sciences, Universidad de Las Américas

Marcela Concha Toro

Faculty of Education and Humanities, Universidad del Bío-Bío

Nelly Lagos San Martín

Faculty of Education and Humanities, Universidad del Bío-Bío

Carlos Ossa Cornejo

Faculty of Education and Humanities, Universidad del Bío-Bío

Emmanuel Vega Román

Faculty of Natural Sciences and Oceanography, Universidad de Concepción


DOI: https://doi.org/10.54517/esp.v9i4.2168


Keywords: peaceful coexistence, education population, basic education, formal education, comprehension, Ñuble region


Abstract

The objective of this study was to describe the perceptions of school coexistence in primary and secondary school teachers from establishments in the Ñuble region. The methodology applied was quantitative, descriptive in nature and transectional in nature. The sample was made up of 51 participants to whom an open-response questionnaire was applied in online format under the Google forms platform. Among the results, it was found that school coexistence is understood as a permanent interaction between the various educational agents associated with values such as respect, empathy, active listening, solidarity, responsibility, understanding of emotions and tolerance. There is a tendency to use a socio-emotional approach over others. While, the documented dimensions are related to curricular pedagogy, organizational-administrative, participatory and conflict management. It is essential to implement tools and strategies to promote interpersonal relationships between the various actors of the institution and thus mitigate or correct problems of this nature.


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