Citas bibligráficas
Baracco, H., (2023). Identidad docente y convivencia escolar en la Institución Educativa “Fe y Alegría Nº 5” de San Juan de Lurigancho, 2018. [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/9346
Baracco, H., Identidad docente y convivencia escolar en la Institución Educativa “Fe y Alegría Nº 5” de San Juan de Lurigancho, 2018. []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2023. https://repositorio.une.edu.pe/handle/20.500.14039/9346
@mastersthesis{renati/919466,
title = "Identidad docente y convivencia escolar en la Institución Educativa “Fe y Alegría Nº 5” de San Juan de Lurigancho, 2018.",
author = "Baracco Almeida, Hector Alfonso",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2023"
}
The objective of this research work is titled Teacher identity and school coexistence in the Educational Institution “Fe y Alegría Nº5” of San Juan de Lurigancho, 2018, the intention was to determine the relationship between the dependent variable teacher identity and the independent variable school coexistence. Therefore, on the one hand, we sought to define the teaching identity by referring to the characteristics of the professional dedicated to teaching and the way in which they build it from the moment they recognize their teaching vocation and strengthen it in the exercise of their teaching. pedagogical work. On the other hand, it was understood that school coexistence is built from the educational reality and means living peacefully within educational institutions, where all educational actors must learn to relate assertively among themselves, based on the norms of coexistence to build a harmonious and healthy climate that allows them to promote the comprehensive development of their members. Furthermore, the research sought to determine the relationship that exists between the two variables of teacher identity and school coexistence. It is understood that the research is descriptive, correlational, cross-sectional, non-experimental in design and has a quantitative approach. This was prepared based on a population of 52 teachers and 286 students from the educational institution “Fe y Alegría Nº5”, 2018. However, it was estimated through a simple random probabilistic sample of 20 teachers and 20 students. Finally, a direct and significant relationship was considered between the dependent variable Teacher identity and the independent variable School coexistence, as well as its dimensions participation of school actors, school identity and school regulations.
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