La incidencia de la Relación Interpersonal entre Docentes-Estudiantes en la Permanencia de los Educandos en la Institución Educativa los Fundadores de Montenegro Quindío
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Date
2021-09-07
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Publisher
Corporación Universitaria Minuto de Dios
Type
Thesis
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Atribución-NoComercial-SinDerivadas 2.5 Colombia
Abstract
Este estudio de caso, desde sus características metodológicas (no experimental, exploratorio y cualitativo), busca determinar cómo las relaciones interpersonales educador educando incide en la permanencia escolar. Para ello, se definen dos categorías conceptuales (interacción y permanencia escolar) quienes darán luz a la fundamentación teórica. Educandos y educadores de La I.E Los Fundadores de Montenegro Quindío sirven como muestra no probabilística. En ellos se aplican tres instrumentos: cuestionario estudiante, grupo focal con estudiante y entrevista docente; de los cuales se recolecta información (sistematizada y codificada) que da respuesta a la intención de la investigación. Cabe destacar que la validación y aplicación de los instrumentos se desarrolla virtualmente debido a la emergencia sanitaria COVID-19. El estudio establece que las relaciones interpersonales en la institución y sus implicaciones comunicativas dentro del aula son hechos transcendentales que promueven la permanencia escolar. Sin embargo, en la propia interacción educador-educando no se hallan elementos relevantes que determinen profundamente el fenómeno de permanencia-deserción
This case study, from its methodological characteristics (non-experimental, exploratory and qualitative), tries to determine how interpersonal relationships between teacher and student influence students’ school permanence. In order to theoretically underline this study, it is defined two conceptual categories (interaction and school permanence). Students and teachers from Los Fundadores School, in Montenegro Quindío, work as the non- probabilistic sample for the inquiry. Three main instruments are used with them: students’ questionnaire, students’ focus group and teachers’ interview; instruments that collect information (systematized and codified) for providing an answer to the research purpose. It should be noted that instruments validation and application is done virtually due to the global emergency COVID-19. The research determines that interpersonal relationships at school, and their communicative implications inside the classroom, are crucial facts for promoting the school permanence among students. However, from teacher-students’ interaction itself, there are not relevant elements that deeply impact the school permanence-dropout phenomenon
This case study, from its methodological characteristics (non-experimental, exploratory and qualitative), tries to determine how interpersonal relationships between teacher and student influence students’ school permanence. In order to theoretically underline this study, it is defined two conceptual categories (interaction and school permanence). Students and teachers from Los Fundadores School, in Montenegro Quindío, work as the non- probabilistic sample for the inquiry. Three main instruments are used with them: students’ questionnaire, students’ focus group and teachers’ interview; instruments that collect information (systematized and codified) for providing an answer to the research purpose. It should be noted that instruments validation and application is done virtually due to the global emergency COVID-19. The research determines that interpersonal relationships at school, and their communicative implications inside the classroom, are crucial facts for promoting the school permanence among students. However, from teacher-students’ interaction itself, there are not relevant elements that deeply impact the school permanence-dropout phenomenon
Description
Determinar la manera en que las relaciones interpersonales entre los docentes y estudiantes de grado noveno y décimo inciden en la permanencia de los educandos en la institución Educativa los Fundadores de Montenegro, Quindío.
Keywords
Relación Interpersonal, Interacción, Permanencia Escolar, Deserción, Factores Exógenos, Comunicación