Evaluation of the impact of the teaching action model as a pedagogical alternative for the management of school dissocial disorder from a humanistic perspective

Abstract

The results of a study designed to evaluate the impact of the teaching action model as a pedagogical alternative for the management of school dissocial disorder, based on the humanistic perspective is presented. The study is aimed at Secondary Education teachers of the Alto Barinas Norte Educational Unit in Venezuela. School dissocial disorder is manifested in adolescents in the stage of secondary education having violent and aggressive behavior, violating the rules of school coexistence. The methodology used was of projective type that developed the planning, execution and evaluation of the model. A Likert-type scale applied by the 3 managers of the school was used for establishing the results and the impact of the model after its execution. As a result, the participation and acceptance of teachers to guide student behavior was confirmed. In conclusion, the execution of the model strengthened the teaching action and the competences to handle this type of disorder.