How are work environments and interpersonal relationships in schools?

Abstract

Interpersonal relationships in educational environments are different from those in other types of organizations. This research makes an analysis of how a group of teachers who belong to different educational teaching levels interact with each other in their school environment. The results are taken from enquires of eight teachers who work in different educational levels (one teacher from kindergarten, four of elementary school, one of middle school, one from high school and another one of higher education). The research has an interpretative approach and an ethnographic method; 22 unstructured interviews were conducted with teachers of these educational levels who work in the districts of Saucillo and Delicias, State of Chihuahua, Mexico. The conclusions were that there are favorable aspects in these interactions, such as greetings, empathy or being integrated beyond the workplace, but also things that are not favorable, such as friction among teachers, and, in the case of high school and higher education teachers, free hours that are unpaid. Regarding the work environment, the liking of being a teacher and the work carried out is perceived, and important aspects such as respect, cordiality, support, disposition, collaboration and work are highlighted, also other areas regarding interests, teacher’s union, dispersion, isolation and adaptation, as well as teachers who are not part of an affinity group.