Teacher involvement and classroom conditions: A dyad to improve school coexistence in baccalaureate

Abstract

An improvement in school coexistence figures as a decisive factor influencing relationships within the school community. However, in order to achieve such an improvement, it is necessary to know the elements that may favor the aforementioned interaction and community life. Hence, the objective of the present work is to determine the relationship between several factors, namely Attention, Participation, Sanctions and Classroom Conditions, in secondary education. The sample consisted of 47397 students from the Mexican Republic, and a questionnaire conducted by the National Institute for Evaluation in Mexico as part of the Assessment of Basic Conditions for Teaching and Learning (ECEA) was used. After a review of the literature, a theoretical model considering the mentioned factors was proposed. Subsequently, the modeling technique with structural equations was applied and an empirical model was obtained. Here, the relationship between the aforementioned factors and school interaction became evident; that is, the attention provided by the teachers, the participation promoted, the sanctions applied and the conditions of the classroom were proven crucial to improving the school environment. It is hence concluded that both the involvement of teachers and educational authorities are transcendental in this area.