The role of teachers in implementing social and emotional learning programs for bullying prevention in Basic Education
DOI:
https://doi.org/10.55204/trc.v6i2.e762Keywords:
social and emotional learning, bullying, teacher role, prevention, Basic Education, EcuadorAbstract
Bullying is one of the most persistent problems of coexistence in schools: it affects about a third of the world's students and, in Ecuador, six out of ten have experienced violence between peers and one out of five has suffered repeated bullying. Socio-emotional learning programs are an effective preventive strategy, whose success depends on the teacher who implements them. The objective of this study was to analyze the role of the teacher in the implementation of ASE programs for the prevention of bullying in Basic General Education of a Public Educational Unit of Portoviejo. With a mixed approach of concurrent triangulation, a Likert questionnaire (α = 0.91) was applied to 28 teachers and interviews with four authorities (rector, vice-rector, psychologist and vocational counselor of the DECE), analyzed through thematic analysis. The results show a high level of ASE practices (M = 3.58), although informal, a medium level of specific training (M = 3.21) and a medium-low level of perceived institutional support (M = 2.86); previous training was associated with greater implementation (p = 0.012). The authorities recognize the teacher as an emotional model, mediator and early detector of bullying, but point to administrative overload, lack of a structured program and weak articulation with the DECE and families as barriers. It is concluded that the teacher is the decisive agent of prevention and requires continuous training, institutional time and a whole school approach integrated into the Code of Coexistence.Downloads
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