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ASSESSMENT OF THE SOCIAL SKILLS SELF-PERCEIVED BY SECONDARY
EDUCATION TEACHERS FOR THEIR PROFESSIONAL DEVELOPMENT
Eva María Torrecilla Sánchez; María José Rodríguez Conde; Susana Olmos Migueláñez y José Carlos Sánchez Prieto
Facultad de Educación. Instituto Universitario de Ciencias de la Educación. Universidad de Salamanca
Grupo de Evaluación Educativa y Orientación (GE2O)
INTRODUCTION
"la escuela, tal y como laconocemos, creada en lamodernidad del siglo XVIII,consolidada en sus funciones deeducación de la ciudadanía en elsiglo XIX y renovada por losmovimientos de la escuela nuevadurante el siglo XX, intenta educara niños del siglo XXI con maestrosformados en procedimientoseducativos del siglo XX" (p. 84)[20]
Teacher training and
professional identity
Teaching activity
Heterogeneous action
Interaction in diverse
contexts
Significant changes
coexistence between different cultures in the same classroom, the
economic crisis, students with special education needs, the
integration of ICT in the classroom, the extension of the mandatory
schooling period, the development of learning processes in the
classroom relative to values, to social skills, etc. [19] [30] [10]
Adaptation of development and training
Social Skills
Social Skills Training
• Social skills training is a continuous process, which entails a constant learning for the person, influenced by the relationships and social interactions maintained by the individual [17].
• Social competences entail an efficient development on the professional field from the interaction with other individuals
• Instrumental competences specific to the task
Teaching activity
The attainment of efficient social skills entails a decrease of
conflicts
Competence
“ConflictResolution”
METHODOLOGY
Hypothesis: The level of socialskills of the teachers ofCompulsory and Post-compulsory SecondaryEducation is susceptible toimprovement through trainingcourses.
Aim: check the level of socialskills of a group of SecondaryEducation teachers in order toestablish the need toimplement a training programfor the improvement of saidskills.
Population and sample of the
study
Population= Secondary Education teachers of the
province of Salamanca in service, in the academic year 2011-12 (N=1032 Lower and Upper General Secondary Education teachers; N= 112 Vocational Training teachers).
Sample= 36 teachers (public or state-subsidized) in
the academic year 2012-13
Heterogeneous sample
equal proportions variable of gender
equal proportions variable of ownership of the school
most of theacher being in the categories “15 to 25 years” and “more than 25 years”variable of
years of teaching experience
Variable and instrument
Variable of study: The level of self-perceived Social Skills
Instrument: “Escala de Habilidades Sociales” (Social Skills Scale) (EHS) (Gismeno, 2000).
33 items -28 in inverse sense and 5 in positive sense-, and it measures the usual behavior of the subject in daily situations.
The items are grouped in six factors:
Factor 1. Self-expression in social situations.Factor 2. Defense of the own rights as consumer.Factor 3. Expression of anger or disconformity.Factor 4. Saying no and cutting interactions.Factor 5. Making requests.Factor 6. Initiate positive interactions with the opposite sex.
Cronbach’s alpha of
.884
RESULTS
The values are below the normality
The values are below the normality in woman and men
On a statistical level, there isn’t significant differences (s.l.05) between men and women
Table 1+ Table 2
Training need in Factor 5
CONCLUSIONS
• The results obtained show, in the first place, a level in social skills in the
collective of study which is adequate for the performance of their job. However,going further into the differences of the scale, we confirm a training need, for the
factor 5, related to the capacity to make requests to others. On the other hand weobserve that there aren’t significant differences, in a statistical level (s.l .05) forthe teaching body regarding the variable “gender”.
• Although, on the other hand, it is true that, given the work context in which thiscollective interacts, we could ask ourselves if we shouldn’t find distributions with
values of negative symmetry, which would define a competence level above theaverage, entailing an improvement for the interpersonal relationships developedin the school, and therefore, the level of coexistence.
• Bearing these conclusions in mind we state that, the integration of a program thatenhances the level of competences of the teachers is beneficial for their personal
development. This aspect is based on the fact that, after the integration ofeducational collectives, both teachers and students, in experimental studies withprograms, the competence level of the subjects improves [4] [11] [21] [23] [27].
ACKNOWLEDGMENTS
1. To the project “Evaluación de competencias clave y
formación de profesorado de educación secundaria: TIC,
ALFIN Y convivencia escolar (EF-TALCO)” Reference:
EDU2009-08753. Funding entity: State Secretariat for
Reseach, approving the definitive resolution for the awarding
of the grants corresponding to the 2009 call for proposals from
the national sub-program of fundamental non-directed
research (Programa nacional de investigación fundamental
del VI Plan Nacional del I+D+I 2008-2011).
2. To the project “Evaluación, Formación e Innovación
sobre competencias clave en Educación Secundaria: TIC,
Competencia INformacional y Resolución de COnflictos
(EFICINCO)”. Reference: EDU2012-34000. Funding entity:
State Secretariat for Reseach, approving the definitive
resolution for the awarding of the grants corresponding to the
2012 call for proposals from the national sub-program of
fundamental non-directed research (Programa nacional de
investigación fundamental del VII Plan Nacional del I+D+I
2013-2016).
3. To the University of Salamanca
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ASSESSMENT OF THE SOCIAL SKILLS SELF-PERCEIVED BY SECONDARY
EDUCATION TEACHERS FOR THEIR PROFESSIONAL DEVELOPMENT
Eva María Torrecilla Sánchez; María José Rodríguez Conde; Susana Olmos Migueláñez y José Carlos Sánchez Prieto
Facultad de Educación. Instituto Universitario de Ciencias de la Educación. Universidad de Salamanca
Grupo de Evaluación Educativa y Orientación (GE2O)