Socio-affective skills of Public Middle School Teachers of Chihuahua

Abstract

Education is a process in which the cognitive, biological and socio-emotional dimensions of the individual converge.This last one it’s especially important dueto it has repercussions in various areas such as school coexistence, the learning environment and academic performance. Although comprehensive education - which includes several aspects, including emotional - has been addressed in the laws and regulations of our country, in practice it has not been fully met. Therefore, it is important to identify and describe the perception of emotionality from the perspective of students and teachers of public middle schools in the city of Chihuahua for which two instruments were designed that include various categories related to this topic, using a Likert-type scale. On this case, partial findings of the Socioafective Teaching Competencies category are shown. The focus of the research is quantitative, its scope is descriptive and the type of study is cross-sectional. The application of instruments was carried out during the January-June semester of 2018 and an intentional sample of 398 students was chosen in federal and state secondary schools as well as its diverse modalities -telesecundaria, general and technical. The findings show teachers who, for the most part, attend to the cognitive and socio-affective scopes of the students they receive day after day in their classrooms.