Relación de la comunicación familia-escuela en el contexto educativo ecuatoriano

Buenaño, Fernando Sebastián Vega; Yépez, Morayma Jimena Bustos; Franco, Lourdes Elizabeth Navas

doi:10.51528/rp.vol8.id2221

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…Una relación armoniosa entre el colegio y la familia permite la obtención de un buen rendimiento escolar en los estudiantes. Cuando se elaboran los objetivos y metas a nivel institucional, es significativa la colaboración de los padres para conocer desde su percepción que acciones implementar para conseguir el perfil de egreso deseado (Vega-Buenaño et al, 2021).…”

Section: Resultsunclassified

Perfil de egreso desde la percepción de los padres de familia

Durand-Arteaga,

Sosa-Aparicio,

Ruiz-Gómez

et al. 2023

Koinonia

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Se tiene por objetivo analizar el perfil de egreso desde la percepción de los padres de familia. La investigación se basó en un tipo descriptiva documental con diseño bibliográfico de 18 artículos científicos. Una tarea clave en la educación básica es que tiene que haber una correcta relación de los aprendizajes con las necesidades y demandas del entorno socioeconómico y productivo, es necesario integrar dentro de las actividades escolares situaciones reales de trabajo, es necesario desarrollar destrezas significativas útiles para el desempeño productivo en vez de trasmitir conocimientos netamente teóricos. En ese contexto el enfoque por competencias es clave para el desarrollo integral de los estudiantes. Es indispensable que el estudiante aprenda haciendo, que deje de ser un teórico y pueda aplicar lo que aprende en su vida cotidiana

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Section: Resultsunclassified

Perfil de egreso desde la percepción de los padres de familia

Durand-Arteaga,

Sosa-Aparicio,

Ruiz-Gómez

et al. 2023

Koinonia

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“…According to Montoya andBoyero (2016), Sotelo Asef andFigueroa Gonz alez (2017) and Mena-Lorenzo and Mena-Lorenzo (2022), training in an organization plays an essential role in improving performance and is key to achieving the organization's objectives and improving service quality. Training influences the quality of service provided by employees for two reasons (Schneider and y Bowen, 1985;Buenaño and Allauca, 2017;Agudelo-Orrego, 2019). Firstly, ARLA 37,2 training provides employees with the knowledge and skills to perform their work more effectively.…”

Section: Training and Service Qualitymentioning

confidence: 99%

Antecedents to service quality in the National Parks of Ecuador: leadership, talent management, work climate and training

Rivas,

Tarí,

Pereira-Moliner

2024

ARLA

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PurposeThis paper analyzes how quality management in Ecuador’s national parks is explained through the quality practices contained in Deming’s quality principles from the point of view of employees.Design/methodology/approachQuantitative research was conducted with the participation of 254 employees from all national parks in Ecuador who rated the quality management practices (leadership, talent management, work climate and training) in their respective parks.FindingsThe results show that leadership, talent management, work climate and training significantly explain the service quality in the national parks. This study contributes to the adaptation of Deming’s quality principles to national parks via individual and joint analysis of the relationship between leadership, talent management, work climate and training with service quality in order to highlight which practices are the most important to service quality.Originality/valueThe paper provides a comprehensive overview of the key factors that influence service quality in the National Parks of Ecuador. Its multidisciplinary approach and exhaustive research make this work an invaluable tool for understanding and improving the preservation of natural resources and the tourism experience in these protected areas.

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“…Many of them were outlined by Jafarov ( 2015 ) after an arduous literature review that allowed up to 22 different factors to be recognised. From the perspective of smart schools, the collaborative relationship with families that humanises educational processes in school contexts should always be maintained, regardless of gender, putting an end to the supposed feminisation of family care ( Machancoses 2021 ); the geographical location of the centre, distinguishing between rural and urban areas ( Mangione and Cannella 2021 ); the level of parental education in favour of those with higher education ( Vega Buenaño et al 2021 ); or disadvantaged contextual conditions, which, in addition to poverty, family breakdown, lack of empowerment and family work situation, include the attitude of teachers ( Lemmer 2007 ), to cite some variables by way of example.…”

Section: Introductionmentioning

confidence: 99%

Smart Schools and the Family-School Relationship: Teacher Profiles for the Promotion of Family Involvement

2023

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Smart schools prioritise work in the educational community, identifying the participation of families as an opportunity, rather than a form of intrusiveness. There are currently a multitude of ways of sharing education with families, ranging from communication to training, with teachers being the driving force in promoting the different roles that families can assume. In this respect, the aim of this cross-sectional, evaluative, non-experimental and quantitative study is to establish the family participation facilitation profiles of 542 teachers working in schools in a multicultural municipality in the autonomous community of the Region of Murcia, in south-eastern Spain. They completed a validated questionnaire with 91 items regarding the different dimensions of family participation, carrying out a cluster analysis to determine the teacher facilitation profiles. The results obtained from the application of the questionnaire show two statistically differentiated teaching profiles. The first of these, with a smaller number of teachers, with fewer years of experience and linked to the pre-primary and secondary stages in public schools, shows less participation in all the modalities considered. In contrast, the profile with the greatest commitment to promoting participation is characterised by having a greater number of teachers, predominantly from state-subsidised centres, that are experienced and linked to the primary stage. In relation to the previous literature, it was possible to confirm the presence of a differentiated profile, finding, on the one hand, teachers interested in the involvement of families and, on the other hand, teachers who do not identify the family–school relationship as a priority. This highlights the need to improve the prior and ongoing training of teachers to raise awareness and sensitise them to the inclusion of families in the educational community.

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Relación de la comunicación familia-escuela en el contexto educativo ecuatoriano

Cited by 3 publications

References 12 publications

Perfil de egreso desde la percepción de los padres de familia

Perfil de egreso desde la percepción de los padres de familia

Antecedents to service quality in the National Parks of Ecuador: leadership, talent management, work climate and training

Smart Schools and the Family-School Relationship: Teacher Profiles for the Promotion of Family Involvement

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