Assertive communication in teachers: diagnosis and educational proposal
Assertive communication has been included as one of the social skills or life skills that are key to the promotion of human development and the prevention of psychosocial problems. The aim of this study was to make a diagnosis of it from its personal dimension versus sociodemographic characteristics...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8936 |
| _version_ | 1801706439734984704 |
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| author | Cañas, Dora Cristina Hernández, Jacqueline |
| author_facet | Cañas, Dora Cristina Hernández, Jacqueline |
| author_sort | Cañas, Dora Cristina |
| collection | OJS |
| description | Assertive communication has been included as one of the social skills or life skills that are key to the promotion of human development and the prevention of psychosocial problems. The aim of this study was to make a diagnosis of it from its personal dimension versus sociodemographic characteristics in teachers, and from the findings an educational intervention design was made. The applied method was quantitative through a descriptive transectional study, which 39 teachers of both sexes. The results indicate that most of the participants are located in the average range up, which accounts for being assertive when communicating. However, statistically significant differences were found for Factor 3, with respect to the level of training (F = 4.189, p = 0.048) and years of experience (F = 3.39, p = 0.045); as well as in Factor 5 with respect to the number of children (F = 5.14, p = 0.029). Also, it is concluded that it is necessary to reinforce and improve some characteristics of this communication, for which an educational program was proposed. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-8936 |
| institution | Revista Praxis & Saber |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-89362021-07-13T04:12:47Z Assertive communication in teachers: diagnosis and educational proposal Comunicación asertiva en profesores: diagnóstico y propuesta educativa Communication assertive chez les enseignants : analyse et proposition éducative Comunicação assertiva em professores: diagnóstico e proposta educativa Cañas, Dora Cristina Hernández, Jacqueline communication assertiveness education school teachers comunicación asertividad educación profesores communication assertivité éducation enseignants comunicação assertividade educação professores Assertive communication has been included as one of the social skills or life skills that are key to the promotion of human development and the prevention of psychosocial problems. The aim of this study was to make a diagnosis of it from its personal dimension versus sociodemographic characteristics in teachers, and from the findings an educational intervention design was made. The applied method was quantitative through a descriptive transectional study, which 39 teachers of both sexes. The results indicate that most of the participants are located in the average range up, which accounts for being assertive when communicating. However, statistically significant differences were found for Factor 3, with respect to the level of training (F = 4.189, p = 0.048) and years of experience (F = 3.39, p = 0.045); as well as in Factor 5 with respect to the number of children (F = 5.14, p = 0.029). Also, it is concluded that it is necessary to reinforce and improve some characteristics of this communication, for which an educational program was proposed. La comunicación asertiva se ha incluido como una de las habilidades sociales y habilidades para la vida que es clave para la promoción del desarrollo humano y la prevención de problemas psicosociales. El objetivo de este estudio fue realizar un diagnóstico de la misma desde su dimensión personal versus las características sociodemográficas en profesores, y a partir de los hallazgos se hizo un diseño de una intervención educativa. El método aplicado fue cuantitativo a través de un estudio transeccional descriptivo, con 39 profesores de ambos sexos. Los resultados indican que la mayoría de los participantes se encuentra ubicada en el rango promedio hacia arriba, lo que da cuenta del ser asertivos al comunicarse. Sin embargo, se encontraron diferencias estadísticamente significativas para el Factor 3, con respecto al nivel de formación (F=4,189; p= 0,048) y a los años de experiencia (F=3,39; p= 0,045); así como en el Factor 5 con respecto al número de hijos (F=5,14; p= 0,029). También, se concluye que es necesario reforzar y mejorar algunas características de esta comunicación, para lo cual se propuso un programa educativo. La communication assertive a été reconnue comme l’une des compétences sociales et fondamentales, laquelle joue un rôle clé dans le développement humain et la prévention des problèmes psychosociaux. L’objectif de cette étude a été d’effectuer une analyse de la communication assertive à partir de sa dimension personnelle vis-à-vis des caractéristiques sociodémographiques des enseignants. Comunicación asertiva en profesores: diagnóstico y propuesta educativa Sur la base des résultats, une intervention éducative a été conçue. L’étude a été de nature transversale descriptive de 39 enseignants et enseignantes, et elle a utilisé une méthode quantitative. Les résultats indiquent que la plupart des participants se situent dans un niveau moyen élevé, ce qui démontre qu’ils sont assertifs en ce qui concerne la communication. Cependant, des différences significatives ont été constatées dans le facteur 3 par rapport au niveau de formation (F=4,189; p= 0,048) et par rapport aux années d’expérience (F=3,39; p= 0,045) ; ainsi que dans le facteur 5 par rapport au nombre d’enfants (F=5,14; p= 0,029). Il est conclu qu’il est nécessaire de renforcer et améliorer certaines caractéristiques de cette communication, par conséquent on a proposé un programme d’éducation. A comunicação assertiva tem-se incluído como uma das habilidades sociais e para a vida que são chaves para a promoção do desenvolvimento humano e a prevenção de problemas psicossociais. O objetivo deste estudo foi realizar um diagnóstico da comunicação assertiva desde sua dimensão pessoal em frente às características sócio-demográficas em professores. A partir dos achados, fez-se um desenho de uma intervenção educativa. O método aplicado foi quantitativo, através de um estudo transecional descritivo, com 39 professores e professoras. Os resultados indicam que a maioria dos participantes está na faixa média para acima, o que dá conta de que são assertivos ao comunicar-se. No entanto, foram encontradas diferenças estatisticamente significativas para o fator 3, com respeito ao nível de formação (F=4,189; p= 0,048) e aos anos de experiência (F=3,39; p= 0,045); assim como no fator 5 com respeito ao número de filhos (F=5,14; p= 0,029). Conclui-se que é necessário reforçar e melhorar algumas características desta comunicação, para o qual se propôs um programa educativo. Universidad Pedagógica y Tecnológica de Colombia 2019-09-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/epub+zip application/xml https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8936 10.19053/22160159.v10.n25.2019.8936 Praxis & Saber; Vol. 10 No. 24 (2019): Emociones y Educación; 143-165 Praxis & Saber; Vol. 10 Núm. 24 (2019): Emociones y Educación; 143-165 Praxis & Saber; Vol. 10 No 24 (2019): Emociones y Educación; 143-165 Praxis & Saber; V. 10 N. 24 (2019): Emociones y Educación; 143-165 Praxis & Saber; v. 10 n. 24 (2019): Emociones y Educación; 143-165 2462-8603 2216-0159 spa https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8936/8393 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8936/9088 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8936/9089 https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8936/10332 Derechos de autor 2019 Dora Cristina Cañas, Jacqueline Hernández |
| spellingShingle | communication assertiveness education school teachers comunicación asertividad educación profesores communication assertivité éducation enseignants comunicação assertividade educação professores Cañas, Dora Cristina Hernández, Jacqueline Assertive communication in teachers: diagnosis and educational proposal |
| title | Assertive communication in teachers: diagnosis and educational proposal |
| title_alt | Comunicación asertiva en profesores: diagnóstico y propuesta educativa Communication assertive chez les enseignants : analyse et proposition éducative Comunicação assertiva em professores: diagnóstico e proposta educativa |
| title_full | Assertive communication in teachers: diagnosis and educational proposal |
| title_fullStr | Assertive communication in teachers: diagnosis and educational proposal |
| title_full_unstemmed | Assertive communication in teachers: diagnosis and educational proposal |
| title_short | Assertive communication in teachers: diagnosis and educational proposal |
| title_sort | assertive communication in teachers diagnosis and educational proposal |
| topic | communication assertiveness education school teachers comunicación asertividad educación profesores communication assertivité éducation enseignants comunicação assertividade educação professores |
| topic_facet | communication assertiveness education school teachers comunicación asertividad educación profesores communication assertivité éducation enseignants comunicação assertividade educação professores |
| url | https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/8936 |
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