The management of school coexistence in basic education in Mexico: From the perspective of educational marketing
DOI:
https://doi.org/10.17162/au.v11i2.630Keywords:
school life, School Management, school climate, classroom climate, educational marketingAbstract
The objective of the work was to evaluate the Perceived School Climate (school and classroom) in the Amozoc de Mota secondary school (Puebla, Mexico) from an educational marketing perspective. It was developed a conclusive-descriptive and transversal research, surveying 215 teachers with an instrument adapting the constructs on the Study of behaviors, climate and school coexistence. Likewise, the analysis of the school environment was carried out by surveying 150 students. In the results analyzed, it was observed that the secondary school teacher does not perceive support or feel valued by his peers and directors, which generates a complex work environment and influences a difficult management for school coexistence. It was concluded that the teacher is an agent of scaffolding in the school climate, allowing the establishment of an instructional space in the classroom and the construction of learning with positive ties, a cordial and safe climate with rules and limits. Likewise, it promotes in the students the personal, social, academic and cognitive development-learning for life. In addition, the role of the teacher within the classroom is of paramount importance in the classroom climate perceived by the students. Students feel good about each other, accepted and respected based on the teacher's conciliatory, intervening and authoritative stance. This is where Educational Marketing comes in and can help improve coexistence and promote relationships based on respect and acceptance. This will develop in students, teachers, managers and parents assertive and critical attitudes, with values and analytical awareness.Downloads
References
Aguilera, M.A., (2015). La violencia/convivencia escolar y la calidad educativa, Proceso de armonización de la ley general de educación con la ley general de los derechos de niñas, niños y adolescentes. INEE, México. [En línea]. Disponible en: https://www.senado.gob.mx/comisiones/educacion/Escuela_Libre_Violencia/docs/convivencia.pdf.
Alexander, K.; Entwisle, D. y Thompson, M., (1987). School performance: status relations, and the structure of sentiment: bringing the teacher back in. American sociological review. Vol. 52, núm. 5: 665-682. DOI: https://doi.org/10.2307/2095602.
Altman, D. G., & Bland, J. M. (1996). Statistics Notes: Comparing several groups using analysis of variance. Bmj, 312(7044), 1472-1473. DOI: https://doi.org/10.1136/bmj.312.7044.1472.
Benbenishty, R., Astor, R. A., Roziner, I., & Wrabel, S. L. (2016). Testing the causal links between school climate, school violence, and school academic performance: A cross-lagged panel autoregressive model. Educational Researcher, 45(3), 197-206. DOI: https://doi.org/10.3102/0013189X16644603.
Blanco Bosco, E. (2009). La desigualdad de resultados educativos: aportes a la teoría desde la investigación sobre eficacia escolar. Revista mexicana de investigación educativa, 14(43), 1019-1049. [En línea]. Disponible en: http://www.scielo.org.mx/scielo.php?pid=S1405-66662009000400003&script=sci_arttext.
Blanco. E. B. (2012). La relación entre el clima escolar y los aprendizajes en México. In Ponencia presentada en el X Congreso Nacional de Investigación Educativa. Mesa (Vol. 10). [En línea]. Disponible en: http://formaciondocente.com.mx/Bibliotecadigital/01_AfectividadConvivencia/La%20Relacion%20Entre%20el%20Clima%20Escolar%20y%20los%20Aprendizajes%20en%20Mexico.pdf
Braghirolli, L., Ribeiro, J. L., Weise, A. D. y Pizzolato, M. (2016). Benefits of educational games as an introductory activity in industrial engineering education. Computers in Human Behavior, 58, 315-324. DOI: https://10.1016/j.chb.2015.12.063.
Brennan, R. y Vos, L., (2013). Effects of participation in a simulation game on marketing students’ numeracy and financial skills. Journal of Marketing Education, 35(3), 259-270. DOI: https://10.1177/0273475313482928.
Caruana, A., & Calleya, P., (1998). The effect of internal marketing on organizational commitment among retail bank managers. International Journal of Bank Marketing, 16, 108-116. DOI: https://doi.org/10.1108/02652329810213510.
Celkan, G., L. Green y K. Hussain, (2015). Student Perceptions of Teacher Respect Toward College Students, Procedia-Social and Behavioral Sciences, 191, 2174-2178. DOI: https://doi.org/10.1016/j.sbspro.2015.04.435.
Collie, R. J., Shapka, J. D., & Perry, N. E. (2011). Predicting teacher commitment: The impact of school climate and social–emotional learning. Psychology in the Schools, 48(10), 1034-1048. DOI: https://doi.org/10.1002/pits.20611.
Dávila Balcarce, G., & Velásquez Contreras, Á. (2007). Evaluación de la aplicación de juegos colaborativos:" Devorón" y" Temporal". Revista electrónica de investigación educativa, 9(2), 1-20.). [En línea]. Disponible en: http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1607-40412007000200005.
Edmonds, R. (1979). Effective schools for the urban poor. Educational leadership, 37(1), 15-24. [En línea]. Disponible en: http://www.brjonesphd.com/uploads/1/6/9/4/16946150/effective_schools_-_ron_edmunds.pdf.
Espelage, D. L., Low, S. K., & Jimerson, S. R. (2014). Understanding school climate, aggression, peer victimization, and bully perpetration: Contemporary science, practice, and policy. School Psychology Quarterly, 29(3), 233–237. DOI: https://doi.org/10.1037/spq0000090.
Ewing, M. T., & Caruana, A., (1999). An internal marketing approach to public sector management: The marketing and human resource interface. International Journal of Public Sector Management, 12, 17-29. DOI: https://doi.org/10.1186/1472-6920-14-50.
Forrester, J. W. (1959). Advertising: a problem in industrial dynamics. Harvard Business Review, 37, 100-110. [En línea]. Disponible en: https://ci.nii.ac.jp/naid/10026017444/.
Gómez, E. L. (2017). Educación en valores. Revista Raites, 3(6). [En línea]. Disponible en: http://www.itcelaya.edu.mx/ojs/index.php/raites/article/view/720.
Good, C. P., McIntosh, K., & Gietz, C. (2011). Integrating bullying prevention into schoolwide positive behavior support. Teaching Exceptional Children, 44(1), 48-56. DOI: https://doi.org/10.1177/004005991104400106.
Greene, M. B. (2006). Bullying in schools: A plea for measure of human rights. Journal of Social Issues, 62(1), 63-79. DOI: https://doi.org/10.1111/j.1540-4560.2006.00439.x.
INEE – Instituto Nacional para la Evaluación Educativa, (2018). Panorama Educativo de México 2017. Indicadores del Sistema Educativo Nacional. Educación Básica y Media Superior. México: Autor. [En línea]. Disponible en: https://www.inee.edu.mx/wp-content/uploads/2019/08/P1B117.pdf.
Johlke, M. C., & Duhan, D. F. (2000). Supervisor communication practices and service employee job outcomes. Journal of Service Research, 3(2), 154-165. DOI: https://doi.org/10.1177/109467050032004.
Johnson, R., (2003). Estadística Elemental, Ed. Math Learning, Ed. Tercera: México DF.
Johnson, S. L. (2009). Improving the school environment to reduce school violence: A review of the literature. Journal of school health, 79(10), 451-465. DOI: https://doi.org/10.1111/j.1746-1561.2009.00435.x.
Kerlinger, F. y Lee. (2202). Investigación del comportamiento. México: Mc Graw-Hill.
Konishi, C., Miyazaki, Y., Hymel, S., & Waterhouse, T. (2017). Investigating associations between school climate and bullying in secondary schools: Multilevel contextual effects modeling. School Psychology International, 38(3), 240-263. DOI: https://doi.org/10.1177/0143034316688730.
Kotler, P. (2000). Marketing Management. New Jersey: Prentice Hall.
Landeros, L., & Chávez, C. (2015). Convivencia y disciplina en la escuela: análisis de reglamentos escolares de México. Instituto Nacional para la Evaluación de la Educación. [En línea]. Disponible en: https://www.inee.edu.mx/wp-content/uploads/2019/01/Sesion_5_Concepcion_Chavez.pdf.
Larios-Gómez, E. (2015). Mercadotecnia Educativa: Un Modelo Latinoamericano. Caderno Profissional de Marketing-UNIMEP, 3(1), 14-33. [En línea]. Disponible en: https://www.cadernomarketingunimep.com.br/ojs/index.php/cadprofmkt/article/view/31.
Larios-Gómez, E.; Larios, G.J.; & Peña, L.B., (2018). Gestión Educativa: Un estudio de caso del clima escolar y del aula en la escuela secundaria en Puebla. En Larios-Gómez, E.;Vázquez, F. E., & Giuliani, A.C. (Coords.). Administración Ciencia de Gestión Aplicada (pp. 193-207), México: Pearson.
Lázaro-Visa, S., & Fernández-Fuertes, A. A. (2018). Clima escolar, conflicto y gestión de la convivencia en los centros educativos de Cantabria. Santander. Gobierno de Cantabria, Consejería de Educación, Cultura y Deporte, DL: SA-292-2018 - ISBN: 978-84-09-02189-5: 29-56. Cantabria España: Universidad de Cantabria Ed. Disponible en: https://1library.co/document/ozldwm6y-clima-escolar-conflicto-gestion-convivencia-centros-educativos.html.
Lee, V. E., & Bryk, A. S. (1989). A multilevel model of the social distribution of high school achievement. Sociology of education, 172-192. DOI: https://doi.org/10.2307/2112866.
Lee, V. E., Smith, J. B., & Croninger, R. G. (1997). How high school organization influences the equitable distribution of learning in mathematics and science. Sociology of education, 128-150. DOI: https://doi.org/10.2307/2673160. [En línea]. Disponible en: https://www.jstor.org/stable/2673160.
León, O. G. y Montero, I. (2003). Métodos de investigación en Psicología y Educación (3ª ed.). Madrid: McGraw-Hill.
Lings, I., & Greenley, G. E., (2005). Measuring internal market orientation. Journal of Service Research, 7, 290-305. DOI: https://doi.org/10.1177/1094670504271154.
Link, C. R., & Ratledge, E. C. (1979). Student perceptions, IQ and achievement. Journal of Human Resources, 98-111. DOI: https://doi.org/10.2307/145540.
Loukas, A., & Murphy, J. L. (2007). Middle school student perceptions of school climate: Examining protective functions on subsequent adjustment problems. Journal of school psychology, 45(3), 293-309. DOI: https://doi.org/10.1016/j.jsp.2006.10.001.
Low, S., & Van Ryzin, M. (2014). The moderating effects of school climate on bullying prevention efforts. School Psychology Quarterly, 29(3), 306. DOI: https://doi.org/10.1037/spq0000073.
Malhotra, N. K., Kim, S. S., & Patil, A. (2006). Common method variance in IS research: A comparison of alternative approaches and a reanalysis of past research. Management science, 52(12), 1865-1883. DOI: https://doi.org/10.1287/mnsc.1060.0597.
March, J. (1962). The business firm a political coalition. The Journal of Politics, 24(4), 662-678. DOI: https://10.1017/S0022381600016169.
Mateos-Aparicio, G. y Martín, M. (2002). El análisis de la varianza en la investigación comercial. Madrid: Prentice Hall.
McRaith, J. F., Goeldner, C. R., & Ferber, R. (1962). A survey of marketing games. Journal of Marketing, 26(3), 69-72. DOI: https://doi.org/10.1177/002224296202600314.
Montes, D. A., & Suárez, C. I. (2016). La formación docente universitaria: claves formativas de universidades españolas. Revista electrónica de investigación educativa, 18(3), 51-64. [En línea]. Disponible en: http://www.scielo.org.mx/scielo.php?pid=S1607-40412016000300004&script=sci_arttext.
Montoya Suárez O. (2007). Aplicación del análisis factorial a la investigación de mercados. Caso de estudio. Scientia Et Technica, 1(35). https://doi.org/10.22517/23447214.5443.
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
Pertegal, M. A., & Hernando, A. (2015). El contexto escolar como promotor del desarrollo positivo adolescente. Madrid: Síntesis.
Pineda-Alfonso, J. A., & García-Pérez, F. F. (2016). Conflicto y convivencia: Profesores y alumnos en el proceso de enseñanza en un aula de secundaria. Revista mexicana de investigación educativa, 21(71), 1073-1091. [En línea]. Disponible en: http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1405-66662016000401073.
PNCE -Programa Nacional de Convivencia Escolar (2017). Gobierno de la República. [En línea]. Disponible en: https://www.gob.mx/escuelalibredeacoso/articulos/programa-nacional-de-convivencia-escolar-120992.
PND –Plan Nacional de Desarrollo 2013-2018 (2013). Gobierno de la República. [En línea]. Disponible en: http://www.dof.gob.mx/nota_detalle_popup.php?codigo=5299465.
Qian, M. y Clark, K. R. (2016). Game-based learning and 21st century skills: a review of recent research. Computers in Human Behavior, 63, 50-58. DOI: https://doi.org/10.1016/j.chb.2016.05.023.
INEE (2019). Panorama Educativo de México 2018. Indicadores del Sistema Educativo Nacional. Educación básica y media superior. México: autor.
Schultz, D. E. (2002). Study internal marketing for better impact. Marketing News, 36(21), 8-10.
SEB -Subsecretaría de educación básica (2016). Programa nacional de convivencia escolar. Dirección general de desarrollo de la gestión educativa. Disponible en: https://www.gob.mx/cms/uploads/attachment/file/195743/DB_PNCE_260217.pdf.
Shycon, H. N., & Maffei, R. B. (1960). Simulation-tool for better distribution. Shycon, H. N., & Maffei, R. B. (1960). Simulation-tool for better distribution. Harvard Business Review, 38(6), 65-75. (6), 65-75.
Stephenson, P., & Smith, D. (2008). Por qué algunas escuelas no tienen acosadores. In Intimidación: una guía práctica para combatir el miedo en las escuelas (pp. 56-78). Fondo de Cultura Económica.
Stockburger, D.W. ANOVA. (1998). Why Multiple Comparisons Using t-tests is NOT the Analysis of Choice. [En línea]. Disponible en: http://davidmlane.com/hyperstat/intro_ANOVA.html.
Titus, P. A., & Petroshius, S. M. (1993). Bringing consumer behavior to the workbench: An experiential approach. Journal of Marketing Education, 15(1), 20-30. DOI: https://doi.org/10.1177/027347539301500104.
Tuvilla Rayo, J. (2004). Convivencia escolar y resolución pacífica de conflictos. Junta de Andalucía, Consejería de educación y Ciencia. Dirección general de educación orientativa y solidaridad. Plan Andaluz de educación para la cultura de paz y No violencia. Artes Gráficas Gandolfo. [En línea]. Disponible en: https://diversidad.murciaeduca.es/orientamur/gestion/documentos/5._convivencia-andalucia.pdf.
Santos, J., & Gonçalves, G. M. R. (2018). Organizational culture, internal marketing, and perceived organizational support in Portuguese higher education institutions. Journal of Work and Organizational Psychology-Revista De Psicologia Del Trabajo Y De Las Organizaciones, 34(1), 38-45. DOI: https:// 10.5093/jwop2018a5.
Voight, A., & Nation, M. (2016). Practices for improving secondary school climate: A systematic review of the research literature. American Journal of Community Psychology, 58(1-2), 174-191. DOI: https://doi.org/10.1002/ajcp.12074.
Vos, L. (2015). Simulation games in business and marketing education: How educators assess student learning from simulations. The International Journal of Management Education, 13(1), 57-74. DOI: https://10.1016/j.ijme.2015.01.001.
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Emigdio Larios Gómez
This work is licensed under a Creative Commons Attribution 4.0 International License.
- The authors retain their copyright but assign to the journal the right of the first publication, with the work registered under the Creative Commons attribution license, which allows third parties to use the published information as long as they mention the authorship of the work and that it was first published in this journal.
- Authors may make other independent or additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as it clearly indicates that the work was first published in this journal.
- Authors are encouraged and advised to publish their work on the Internet (for example, on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and a greater and faster dissemination of the published work (see The Effect of Open Access).
