Autoeficacia docente e indisciplina: Percepciones de los profesores de educación primaria y secundaria
DOI:
https://doi.org/10.21814/rpe.28518Palabras clave:
Clima escolar, Clima del aula, Gestión del aulaResumen
Un clima escolar positivo predice positivamente la autoeficacia docente. Este artículo presenta los resultados de un estudio que exploró la relación entre las creencias de autoeficacia de los profesores portugueses para gestionar la indisciplina en el aula, el clima escolar y el clima del aula. Participaron 400 profesores de primaria, que respondieron a tres cuestionarios en los que se evaluaban sus creencias de autoeficacia para la gestión de la indisciplina en el aula, el clima escolar y el clima del aula. El análisis de los datos, basado en medidas estadísticas inferenciales, revela que, en general, los profesores tienen altas creencias de autoeficacia para gestionar la indisciplina. También se concluye que los profesores con mayor antigüedad docente, mayor antigüedad en el mismo centro y que han recibido formación en gestión de la indisciplina tienen mayores creencias de autoeficacia en la gestión de la indisciplina. Por último, los profesores que perciben el clima escolar y el clima de aula como más positivos tienen mayores niveles de autoeficacia en la gestión de la indisciplina. Los resultados obtenidos confirman la importancia del clima escolar y de aula, infiriendo que las percepciones de eficacia docente están influidas por el clima de las organizaciones escolares donde trabajan los profesores. A partir de los resultados más significativos, se discuten las implicaciones para la formación inicial y permanente del profesorado.
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