Evaluación del clima socioemocional de estudiantes de séptimo en colegio municipal de Duitama

Abstract

This research began by asking how the socio-emotional climate of seventh-grade students at the Francisco de Paula Santander Municipal Technical School in Duitama can be assessed to improve student behavior. To this end, three specific objectives were proposed: to identify the determining variables of the socio-emotional climate according to the literature, to analyze international experiences validated in assessment instruments, and to develop a proposed instrument adapted to the school's specific context. A qualitative methodology with a hermeneutic approach was employed, utilizing multiple instruments: a Likert-type questionnaire for parents, another for seventh-grade students, an interview with teachers, and a field diary for the researcher's observations. The main finding was that the literature recognizes determining variables of the socio-emotional climate grouped into five categories: 1) Individual: emotional development, self-esteem, selfconcept; 2) Relational: social skills, relationships with teachers, peer dynamics, group participation; 3) Family: parenting style, family climate, emotional support from parents; 4) School: classroom management, coexistence policies, physical spaces. 5) Contextual: Socioeconomic conditions, access to support networks, influence of social media, and technology. This work is an instrument adapted to the specific conditions of the Municipal Technical School of Duitama and based on an analysis of international literature on socioemotional climate assessment instruments in academic settings, as well as a methodology that allows the same exercise to be carried out in other educational institutions.