Assessment of the social skills self-perceived by secondary education teachers for their professional development
1. 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)
2. INTRODUCTION
"la escuela, tal y como la
conocemos, creada en la
modernidad del siglo XVIII,
consolidada en sus funciones de
educación de la ciudadanía en el
siglo XIX y renovada por los
movimientos de la escuela nueva
durante el siglo XX, intenta educar
a niños del siglo XXI con maestros
formados en procedimientos
educativos del siglo XX" (p. 84)
[20]
3. 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
4. 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
“Conflict
Resolution”
5. METHODOLOGY
Hypothesis: The level of social
skills of the teachers of
Compulsory and Post-compulsory
Secondary
Education is susceptible to
improvement through training
courses.
Aim: check the level of social
skills of a group of Secondary
Education teachers in order to
establish the need to
implement a training program
for the improvement of said
skills.
6. 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
7. 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
10. The values are below the
normality in woman and men
Table 1+ Table 2
Training need in
Factor 5
On a statistical level, there
isn’t significant differences (s.l
.05) between men and women
12. • 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 we
observe that there aren’t significant differences, in a statistical level (s.l .05) for
the teaching body regarding the variable “gender”.
• Although, on the other hand, it is true that, given the work context in which this
collective interacts, we could ask ourselves if we shouldn’t find distributions with
values of negative symmetry, which would define a competence level above the
average, entailing an improvement for the interpersonal relationships developed
in the school, and therefore, the level of coexistence.
• Bearing these conclusions in mind we state that, the integration of a program that
enhances the level of competences of the teachers is beneficial for their personal
development. This aspect is based on the fact that, after the integration of
educational collectives, both teachers and students, in experimental studies with
programs, the competence level of the subjects improves [4] [11] [21] [23] [27].
13. 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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16. 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)