Cuestionario de convivencia escolar desde un modelo integrado para profesores

Coexistence is an essential aspect at schools due to its contribution to the creation of an adequate work environment, both for students and for teachers. From a proposal that integrates the democratic elaboration of rules, the conflict resolution teams and a protecting framework of coexistence, the aim is to design and validate an instrument to measure the teachers’ perception. For this, a questionnaire was designed and applied to 432 teachers of early childhood, primary and compulsory secondary education of the Community of Madrid, whose data was analysed by exploratory and confirmatory factor analysis. The main results formed an assessment tool based on four factors: Protecting framework for coexistence, School Mediation Program, Student Assistants Program and Democratic process for developing rules. These factors were able to explain 62.78% of the variance as an indicator of construct validity. Reliability as measure of internal consistency was adequate for the full questionnaire (α = .810). The construct validity was confirmed in subsequent analyses (CMIN / DF = 2.597; CFI = .926; RMSEA = .061). Here is an instrument with adequate values of reliability and validity that enables the assessment of coexistence by teachers from an integrated perspective and focused on coexistence management.