Conductas disruptivas y clima de aula desde la perspectiva de docentes y estudiantes en establecimientos municipales de la comuna de Los Ángeles y Yumbel.
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Date
2026
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
La presente investigación busca analizar las conductas disruptivas y el clima del aula a partir de las perspectivas de los docentes y estudiantes de establecimientos municipales de las comunas de Los Ángeles y Yumbel. Ambos establecimientos han sido centros educativos para estudiantes en práctica de la Universidad de Concepción. Es, en esas instancias en las cuales surge el propósito de abordar esta temática.La investigación tiene un enfoque cuantitativo, descriptivo, no experimental y de tipo transversal. Participaron 187 estudiantes y 8 docentes de 3° a 6° básico de la Escuela Isla del Laja F-887 (Los Ángeles) y escuela Héroes de Chile (Yumbel). Se utilizaron dos instrumentos validados con estudiantes chilenos: el Cuestionario sobre conductas disruptivas para docentes y el Test ECLIS para estudiantes, que evalúa el clima de aula. Al finalizar la recolección y análisis de datos se pudo caracterizar el clima de aula y las conductas disruptivas desde la perspectiva de los involucrados, con lo cual se estableció una relación entre sí y su influencia, en la convivencia educativa y el aprendizaje para futuras investigaciones que aborden esta temática.
This research seeks to analyze disruptive behaviors and classroom climate by characterizing both from the perspectives of teachers and students in municipal schools in the districts of Los Ángeles and Yumbel. Both schools have served as host centers for student teachers from the University of Concepción, which is where the idea of addressing this topic arose. The research has a quantitative, descriptive, non-experimental, and cross-sectional approach. Participants will include 187 students and 8 teachers from grades 3 through 6 at Isla del Laja School F-887 (Los Ángeles) and Héroes de Chile School (Yumbel). Two instruments validated with Chilean students will be used: the Questionnaire on Disruptive Behaviors for Teachers and the ECLIS Test for Students, which assesses classroom climate. The aim of this study, which concludes with data collection and analysis, is to characterize the classroom climate and disruptive behaviors from the perspective of those involved, thereby establishing a relationship between them and their influence on educational coexistence and learning for future research addressing this topic.
This research seeks to analyze disruptive behaviors and classroom climate by characterizing both from the perspectives of teachers and students in municipal schools in the districts of Los Ángeles and Yumbel. Both schools have served as host centers for student teachers from the University of Concepción, which is where the idea of addressing this topic arose. The research has a quantitative, descriptive, non-experimental, and cross-sectional approach. Participants will include 187 students and 8 teachers from grades 3 through 6 at Isla del Laja School F-887 (Los Ángeles) and Héroes de Chile School (Yumbel). Two instruments validated with Chilean students will be used: the Questionnaire on Disruptive Behaviors for Teachers and the ECLIS Test for Students, which assesses classroom climate. The aim of this study, which concludes with data collection and analysis, is to characterize the classroom climate and disruptive behaviors from the perspective of those involved, thereby establishing a relationship between them and their influence on educational coexistence and learning for future research addressing this topic.
Description
Tesis presentada para optar al titulo de Profesor de Educación Diferencial con Mención Discapacidad Intelectual
Keywords
Clima de clases, Aprendizaje, Educación básica