Fortaleciendo a los futuros educadores: Cómo el clima escolar moldea la resiliencia académica en los estudiantes de formación docente de Educación Física
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- Teejay D. Panganiban+−
- Ruben L Tagare Jr.+−
- John Michael D. Aquino+−
- Francisco Gabriel Prevandos+−
- Erwin R. Mañalac+−
- Argel S. Payumo+−
- Jay Mark D. Sinag+−
- Jeric P Quibral+−
- Jet C. Longakit+−
- Alfonso L Garcia Jr.+−
- Janice D. Ballera+−
- Elvie F. Celestial+−
- Edi Setiawan+−
- Joseph Lobo+−
Resumen
Los educadores de hoy enfrentan desafíos incesantes, lo que hace que la resiliencia académica sea crucial para el éxito. Sin embargo, la investigación limitada ha examinado cómo el clima escolar, un constructo multidimensional que moldea las experiencias de los estudiantes, influyó en la resiliencia entre los estudiantes de Educación Física (PETE). Esta brecha fue particularmente evidente en los contextos culturales y educativos, dejando a las instituciones sin estrategias claras para fomentar la resiliencia en los futuros educadores. Este estudio abordó esta brecha investigando la influencia del clima escolar en la resiliencia académica de 515 estudiantes de PETE en instituciones de educación superior seleccionadas en tres países. También examinó si las percepciones del clima escolar y la resiliencia académica variaban según el sexo/identidad de género o país de origen. Se empleó una regresión múltiple para determinar la influencia predictiva de las dimensiones del clima escolar en la resiliencia académica, mientras que se utilizó ANOVA unidireccional para evaluar las diferencias en el clima escolar percibido y la resiliencia académica según el sexo/identidad de género y el país. Los hallazgos no revelaron diferencias significativas entre estas variables. Sin embargo, en general, el clima escolar influyó positivamente en la resiliencia académica. Curiosamente, la dimensión de seguridad física mostró una asociación negativa, lo que sugiere complejidades en cómo los estudiantes percibían la seguridad dentro de sus entornos. Además, la cohesión grupal y la motivación de los docentes no influyeron significativamente en la resiliencia, lo que desafía las suposiciones comunes sobre su importancia universal. Estos resultados subrayaron el papel matizado del clima escolar en el fomento de la resiliencia, lo que impulsó a las instituciones de educación superior a reevaluar sus políticas y prácticas. Al fomentar relaciones inclusivas, abordar dimensiones descuidadas y crear entornos de aprendizaje propicios, las escuelas pueden preparar mejor a los estudiantes de PETE para enfrentar los desafíos. Este estudio llenó un vacío crítico en la investigación y brindó información práctica para desarrollar la resiliencia entre los futuros educadores físicos
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