Purificación Pérez-García

La opinión de los profesionales de los centros penitenciarios de Andalucía sobre los módulos de respeto

El grupo de profesionales que trabajan en los Modulos de Respeto esta poco estudiado. Nuestro objetivo era conocer su posicionamiento sobre estos modulos; y de forma especifica, averiguar si habia alguna relacion entre el concepto de estos y el grupo profesional al que se pertenecia: funcionario, equipo tecnico y mando directivo. Nos apoyamos en el metodo descriptivo y aplicamos un cuestionario de elaboracion propia “Cuestionario para Profesionales sobre los Modulos de Respeto”, al que sometimos al alpha de Cronbach para la fiabilidad (.766) y al analisis de componentes principales para su validez de contenido que explico el 60.516% de la varianza. Participo una muestra de 315 sujetos de las ocho provincias andaluzas de los tres sectores. Se aplico el analisis de contingencias y los resultados mostraron que los MdR como herramienta formativa y su concepto general se relacionaban de forma distinta en funcion del sector.

Efficacy of the Educational Leadership in the Spanish Context: The Perspective of Its Agents

Our study aims to discover the degree of efficacy of the principal’s performance in relation to the learning objectives, curriculum, and results, and explore the relationship among the perceptions of the inspectors, teachers, and management teams about the principal’s efficacy in promoting students’ learning. The Vanderbilt Assessment of Leadership in Education (VAL-ED) questionnaire was applied. Contingency analyses were calculated. We concluded that the three sectors considered the principal’s work to be effective in actions related to the learning objectives, curriculum planning, and responsibility for the outcomes.

Children living in residential care from teachers’ voices

ABSTRACT Teachers have the potential to be key figures in the educational progress of children in care. This study is based on semi-structured interviews with 16 primary school teachers of children in residential care. It explores the teachers’ understandings of their pupils in residential care as well as the main issues they recalled from their experiences working with said population. It also enquires into the possible requirements suggested by teachers in order to improve their educational intervention. Results suggest that teachers had more knowledge and control over the academic aspect than over emotional and behavioural issues of children in residential care. They found difficulties to address emotional and behavioural needs of these children. This fact is related to a lack of structural support and constitutes a significant barrier to the education of children residential in care.