Bibliographic citations
Loaiza, A., Ramos, D. (2024). Factores organizacionales asociados a la implementación de los lineamientos de la gestión de la convivencia escolar en una institución educativa rural de la jurisdicción de la UGEL- Huancavelica [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/29607
Loaiza, A., Ramos, D. Factores organizacionales asociados a la implementación de los lineamientos de la gestión de la convivencia escolar en una institución educativa rural de la jurisdicción de la UGEL- Huancavelica []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/29607
@mastersthesis{renati/1666023,
title = "Factores organizacionales asociados a la implementación de los lineamientos de la gestión de la convivencia escolar en una institución educativa rural de la jurisdicción de la UGEL- Huancavelica",
author = "Ramos Boza, Derek",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
This study aims to analyze the organizational capabilities that contribute or hinder the implementation of the guidelines for the management of school coexistence in a rural educational institution in the province of Huancavelica. This analysis is developed within the framework of social management, so that the information obtained is relevant for decision-making that directs actions towards optimizing the conditions that influence learning and the comprehensive development of students. To achieve this, it was decided to develop a mixed type of research, that is, it integrates a quantitative as well as a qualitative methodology, through satisfaction surveys, documentary reviews and semi-structured interviews. Finally, the results reached by this study reflect the absence of technical support from the UGEL, as well as the complex conditions faced by schools in rural contexts such as the one studied. On the other hand, it is also identified that, although the members of the center's well-being management committee are aware of the need to implement the regulations related to the management of school coexistence, they only carry out actions to comply with this in a manner superficial, evidencing little reflection on the importance of said topic and its impact on the educational community, as well as little clarity on the concepts associated with the management of school coexistence. Finally, it is observed that the management of school coexistence tends to be perceived in a negative way, as an extra workload and not a priority, which is reinforced by the lack of technical support. In this panorama, it is necessary to strengthen strategic alliances, as well as management capabilities to promote a more reflective process committed to building a healthy school coexistence.
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