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Cuadernos de Investigación Educativa

versión impresa ISSN 1510-2432versión On-line ISSN 1688-9304

Resumen

RIVERO, Leonel. School climate in Uruguay. An exploratory analysis of PISA 2012 cohort. Cuad. Investig. Educ. [online]. 2019, vol.10, n.2, pp.105-123.  Epub 31-Dic-2019. ISSN 1510-2432.  http://dx.doi.org/10.18861/cied.2019.10.2.2910.

This research analyzes the educational climate of the schools surveyed by PISA in the 2012 cohort. The educational climate is a concept worked upon during the last two decades both at Uruguayan and at Latin American levels, and which links the sociology of education -through its concern for the incidence of institutions in the results- to the sciences of education devoted to the analysis of the generation of healthy spaces for teachers and students.

The analysis consists of two levels of the school constructs: a descriptive one and a correlational one. The constructs under study were the Educational climate (reflected in its variables Problemslinked to Teachers, and Problems linked to Students), and two associated constructs: Teachers Morale, and Teachers Focus.

On one hand, findings confirm the prevalence, in the headmasters’ view, of some elements problematized by literature, such as the difficulty of teaching students with heterogeneous levels, teachers absenteeism, or student motivation. On the other hand, they give less importance to elements such as teacher discomfort or their severity in dealing with students, which suggests lines of investigation to be studied in depth.

At a methodological level, the three constructs of PISA (Climate, Morale, and Teachers Focus), show positive correlations between each other, which agrees with data on the logical assumptions that underlie the theoretical construction of the educational climate as a great variable.

Palabras clave : School climate; PISA; Middle education.

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