Chapter one
SELF-CONCEPT OF RURAL TEACHERS OF ELEMENTARY EDUCATION AND THE ACADEMIC PERFORMANCE OF THEIR STUDENTS
Enrique Ibarra Aguirre Universidad Autรณnoma de Sinaloa
Abstract The study is quantitative in nature, the purpose of which is to describe the self-concept of rural teachers and explore their links with the academic performance of the students in their charge. Including in the analysis the sex, marginalization and number of grades that teachers attend. The sample was made up of 15 educators; eight women and seven men from rural multigrado and unigrado schools in the municipality of Badiraguato, Sinaloa, characterized by having the highest marginalization in the state. The 5 Selfconcept Questionnaire Form was used to measure self-concept and the ENLACE test for academic performance of the students. The results reveal that, with the exception of academic self-concept, in the other four dimensions (social, emotional, family, and physical) women present lower scores than men, the emotional dimension is mostly perceived. Likewise, the unitary teachers achieve the best scores in the self-concept and the unigrado the lowest. On the other hand, in the contexts of highest marginalization, students obtain the poorest results in academic performance, where most of the women in this sample work. The educational authorities must provide pedagogical and psychological support for rural teachers, especially those who work in contexts with high and very high degrees of marginalization; and on the other hand, develop educational strategies that allow better educational achievements for students, to counter their condition of marginalization. Keywords: rural education, marginalization, multigrado
Introduction As is known, the work of primary school educators, is a very complex task, which inherently entails a high cognitive demand, a great social commitment, a professional and vocational commitment. But particularly more so, if it is carried out in schools located in rural contexts; educational scenarios that in some regions of Mexico are considered vulnerable and adverse for the performance of teaching work (IbarraAguirre, et al., 2014; Ibarra-Aguirre, et al., 2018, National Institute of Educational Evaluation, INEE, 2019a). According to data from INEE (2015), school centers located in rural areas are more than a few. In our country these represent more than half of the existing basic education schools. 55.8 percent of them are preschoolers, 58.4 percent PSYCHOLOGICAL INVESTIGATION. TRAILS WHICH FORK
Pรกgina 7
