Conductas disruptivas desde la óptica del docente: validación de una escala / Disruptive behaviours from teacher’s perception: validating a scale

En los últimos años han aumentado significativamente las dificultades para impartir clases, debido a lo que se conoce como disrupción en el aula. Prueba de ello son las numerosas publicaciones recientes en torno al tema, así como la frecuencia con la que dicha cuestión aparece en los medios de comunicación. El objetivo principal de esta investigación consiste en validar una escala con el propósito de conocer objetivamente la opinión de los profesionales de la educación sobre las conductas disruptivas en el aula. Teniendo en cuenta literatura previa y utilizando un panel de expertos, se desarrolló una nueva escala de 15 ítems. Se aplicó a una muestra de 346 profesionales, con una media de edad de 43 años. Se llevó a cabo un análisis factorial exploratorio, un análisis de componentes principales y un análisis de correlaciones entre factores. Dichos análisis han permitido comprobar que la estructura factorial de las escalas converge con los factores previstos y reafirma su peso y nivel de confianza. Todo ello permite concluir que la escala es válida para medir la óptica del profesorado respecto a la cuestión objeto de estudio. Los datos indican un óptimo ajuste de la estructura tridimensional para los ítems de la escala

In recent years difficulties in the field of teaching have increased considerably, due to what it is known as disruptive classroom behaviour. Proof of this can be seen in the fact that this topic is the focus of numerous recent studies and also in the fact that this question appears frequently in the media. The main purpose of this study is to validate a scale in order to know objectively the views of educational professionals about disruptive classroom behaviours. Taking into account previous literature and working with a panel of experts, a new scale of 15 items was developed. The scale was distributed to a sample composed of 346 professionals with an average age of 43. An exploratory factor analysis, a principal components analysis and an analysis of correlations between factors were applied. Such analyses have confirmed that the factorial structure of the scales converges towards the anticipated factors and it reaffirms its weight and confidence level. It can be concluded from this that the scale is valid for measuring the perception of teachers regarding the question being studied. The data indicates an optimum fit of the three-dimensional structure to the items of the scale

Teachers´perception of disruptive behaviour in the classsrooms / Percepción de los docentes sobre las conductas disruptivas en las aulas de Educación Primaria

BACKGROUND: Disruptive behaviour is becoming more frequent in the classroom and is specifically associated with behaviours that hinder and obstruct the teaching-learning process. The main purpose of this paper was to investigate teachers' perceptions of this question. More specifically, we sought to observe how teachers rate the measures proposed to improve teaching, to find out which forms of schooling are preferred so as to address disruption, to identify its causes and to analyse whether there are differences arising from teacher characteristics. METHOD: 346 participants completed a disruptive-behaviour Likert-scale. The average age is 43.47, 82.9% female and 13.6% male. RESULTS: All measures are widely accepted, but there are differences in the priority given, the ideal forms of schooling is ordinary centres, although differences still exist depending on teacher characteristics; all the causes of increased problems are highly rated, with the absence of rules and limits in the family standing out. CONCLUSIONS: Teachers are calling for improvements and institutional support. Any forethought on how to improve the quality of the education system should take into account the results of this study

ANTECEDENTES: el fenómeno de la disrupción es cada vez más habitual en las aulas y se asocia específicamente a conductas que dificultan y obstaculizan el proceso de enseñanza-aprendizaje. El objetivo principal de esta investigación consiste en analizar la percepción del profesorado sobre esta cuestión. Específicamente se trata de observar qué valoración dan a las medidas propuestas para mejorar la docencia, examinar qué modalidades de escolarización consideran más idóneas para afrontar la disrupción, determinar sus causas y analizar si existen diferencias según las características del profesorado. MÉTODO: 346 participantes respondieron a una escala de conductas disruptivas tipo Likert. La edad media es de 43,47, siendo el 82,9% mujeres y el 13,6% hombres. RESULTADOS: las medidas propuestas para la mejora de la docencia son ampliamente aceptadas, existiendo diferencias en su priorización; la modalidad de escolarización idónea es la de centros ordinarios, existiendo diferencias de opinión, según las características del profesorado; y todas las causas del incremento de problemas son altamente puntuadas, destacando la falta de normas y límites en el entorno familiar. CONCLUSIONES: los profesores demandan mejoras y necesidad de apoyo institucional. Toda reflexión previa sobre cómo mejorar la calidad del sistema educativo podría tener en consideración los resultados de este estudio

Teachers' perception of disruptive behaviour in the classrooms.

BACKGROUND: Disruptive behaviour is becoming more frequent in the classroom and is specifically associated with behaviours that hinder and obstruct the teaching-learning process. The main purpose of this paper was to investigate teachers’ perceptions of this question. More specifically, we sought to observe how teachers rate the measures proposed to improve teaching, to find out which forms of schooling are preferred so as to address disruption, to identify its causes and to analyse whether there are differences arising from teacher characteristics. METHOD: 346 participants completed a disruptive-behaviour Likert-scale. The average age is 43.47, 82.9% female and 13.6% male. RESULTS: All measures are widely accepted, but there are differences in the priority given, the ideal forms of schooling is ordinary centres, although differences still exist depending on teacher characteristics; all the causes of increased problems are highly rated, with the absence of rules and limits in the family standing out. CONCLUSIONS: Teachers are calling for improvements and institutional support. Any forethought on how to improve the quality of the education system should take into account the results of this study.

[The performance of school integration according to the perception of specialist teachers in therapeutic pedagogy]. / Funcionamiento de la integración en la enseñanza según la percepción de los maestros especialistas en Pedagogía Terapéutica.

The main purpose of this article is to analyse the perception that specialist teachers in therapeutic pedagogy have of the integration of students with specific needs for educational support. Diverse groups of students are differentiated. More specifically, it aims to know how teachers perceive students' performance and participation, and also certain attitudes towards the students (acceptance, involvement of fellow students…). Teachers' opinions of various measures to improve integration are also analysed as are the diverse preferred means of schooling and support. For this purpose, a 114-item Lickert-type questionnaire, with 8 additional personal identification items, was used. The sample comprised 106 specialist teachers who work in Asturias, out of an entire sample of 406. The results reveal that specialist teachers do not perceive the same attitudes in the different groups studied. Students with behaviour disorders are the most rejected and the ones from whom teachers can expect the least. The group of ethnic minorities needs to improve family involvement. The specialists demand more human and physical resources and most of them think that ordinary centres provide the most suitable form of schooling.

Funcionamiento de la integración en la enseñanza según la percepción de los maestros especialistas en Pedagogía Terapéutica / The performance of school integration according to the perception of specialist teachers in therapeutic pedagogy

El objetivo central de este estudio es analizar la percepción que tienen los maestros especialistas en Pedagogía Terapéutica acerca de la integración de los alumnos con necesidad de apoyo educativo. Se diferencian distintos colectivos de alumnos. Más específicamente, se trata de conocer cómo los especialistas perciben el rendimiento y la participación de estos estudiantes, así como determinadas actitudes hacia ellos (aceptación, implicación de los compañeros…). También se analiza su opinión acerca de las diferentes medidas que se proponen para mejorar la integración y cuáles son las modalidades de escolarización y de apoyo preferidas. Para alcanzar estos objetivos se ha utilizado un cuestionario tipo Lickert de 114 ítems, más 8 ítems de identificación personal. La muestra está compuesta por 106 maestros que trabajan en Asturias, de un total de 406. Los resultados revelan que los maestros no perciben las mismas actitudes en todos los colectivos estudiados. Los alumnos con trastornos de comportamiento son los más rechazados y los que menos expectativas generan en los docentes. El grupo de minorías étnicas necesita mejorar la implicación familiar. Los especialistas demandan más recursos personales y materiales y la mayoría opina que la modalidad de escolarización más conveniente la constituyen los centros ordinarios (AU)

The main purpose of this article is to analyse the perception that specialist teachers in therapeutic pedagogy have of the integration of students with specific needs for educational support. Diverse groups of students are differentiated. More specifically, it aims to know how teachers perceive students’ performance and participation, and also certain attitudes towards the students (acceptance, involvement of fellow students…). Teachers’ opinions of various measures to improve integration are also analysed as are the diverse preferred means of schooling and support. For this purpose, a 114-item Lickert-type questionnaire, with 8 additional personal identification items, was used. The sample comprised 106 specialist teachers who work in Asturias, out of an entire sample of 406. The results reveal that specialist teachers do not perceive the same attitudes in the different groups studied. Students with behaviour disorders are the most rejected and the ones from whom teachers can expect the least. The group of ethnic minorities needs to improve family involvement. The specialists demand more human and physical resources and most of them think that ordinary centres provide the most suitable form of schooling (AU)

[Functioning of integration in Secondary School according to the teachers' perception]. / Funcionamiento de la integración en la Enseñanza Secundaria Obligatoria según la percepción del profesorado.

The main purpose of this article is to analyse integration in Compulsory Secondary School and the variables that teachers perceive as its indicators. More specifically, we wished to determine teachers' experience, their perceptions of integration students' achievement, participation, acceptance and involvement, and their appraisal of various measures in order to improve integration. Various preferred means of schooling and teachers' perception of the functioning of integration are analysed with a Likert-scaled questionnaire made up of 114 items. The sample comprised 242 secondary education teachers. The results show that the most poorly integrated group of students had behavioural problems and that a significant percentage of the teachers would prefer not to have these students in their classrooms. According to the teachers, integration does not work effectively with some groups of students, mainly due to the lack of resources and adequate strategies.

Funcionamiento de la integración en la Enseñanza Secundaria Obligatoria según la percepción del profesorado / Functioning of integration in Secondary School according to the teachers’ perception

El objetivo central de este estudio es analizar la integración en la Educación Secundaria Obligatoria y qué variables perciben los profesores como indicadores de ésta. Más específicamente, se trata de conocer la experiencia de los docentes, sus percepciones sobre rendimiento, participación, aceptación e implicación de los alumnos de integración y la valoración de diferentes medidas para mejorarla. Se analizan las modalidades de escolarización preferidas y la percepción sobre el funcionamiento del fenómeno. Para alcanzar estos objetivos se utiliza un cuestionario tipo Lickert de 114 ítems. La muestra está compuesta por 242 profesores. De los resultados se deduce que el colectivo de alumnos que tiene problemas de comportamiento es el peor integrado y, además, que un porcentaje significativo del profesorado preferiría no tenerlo en sus aulas. Según los profesores la integración no funciona con eficacia en algunos de los colectivos, debido, fundamentalmente, a la falta de recursos y de estrategias adecuadas (AU)

The main purpose of this article is to analyse integration in Compulsory Secondary School and the variables that teachers perceive as its indicators. More specifically, we wished to determine teachers’ experience, their perceptions of integration students’ achievement, participation, acceptance and involvement, and their appraisal of various measures in order to improve integration. Various preferred means of schooling and teachers’ perception of the functioning of integration are analysed with a Likert-scaled questionnaire made up of 114 items. The sample comprised 242 secondary education teachers. The results show that the most poorly integrated group of students had behavioural problems and that a significant percentage of the teachers would prefer not to have these students in their classrooms. According to the teachers, integration does not work effectively with some groups of students, mainly due to the lack of resources and adequate strategies (AU)

Actitudes de los maestros ante las necesidades educativas específicas / Teachers’ attitudes towards specific educational needs

La eficacia de la puesta en marcha de cualquier política educativa depende de múltiples factores, uno de los más importantes es contar con una disposición favorable de los profesionales de la educación. Este tema ha generado investigaciones que pretenden descubrir las actitudes de todos los implicados en el proceso educativo hacia la integración y las necesidades educativas específicas. El objetivo de este artículo es analizar los resultados obtenidos en una investigación en la que se utilizó un cuestionario compuesto por 110 ítems, en una escala tipo Likert, con el fin de conocer las actitudes de los maestros de Primaria ante la integración y las necesidades educativas específicas. La muestra está compuesta por 389 maestros de Educación Primaria y entre los resultados encontrados podemos destacar que existe una actitud general positiva hacia la integración, aunque ésta no funciona de forma óptima debido fundamentalmente a la falta de recursos y estrategias adecuadas

The effectiveness of the launch of any educational policy relies on multiple factors; one of the most important ones is to count upon education professionals’ favourable attitude. This matter has led on to investigations which aim to look into all the involved people’s attitudes towards the integration and specific educational needs. The main aim of this article consists in analysing the results of an investigation in which a questionnaire consisting of one hundred ten items, in a Likert’s scale, was used in order to look into primary education teachers’ attitudes towards the integration and specific educational needs. The sample is composed by 389 teachers of primary education school. The results indicate that there is a positive general attitude towards integration, although this one does not work as it should have to do, mainly for lack of resources and suitable strategies