Estándares para la comunicación asertiva y mejora de prácticas educativas en la Unidad Educativa Pío Jaramillo Alvarado de la ciudad de Loja.

Abstract

This titulation work aims to diagnose the "Standards for Assertive Communication and Improvement of Educational Practices at the Pío Jaramillo Alvarado Educational Unit in the city of Loja." The methodology includes a single case study in a natural environment with a qualitative and quantitative approach through bibliographic, documentary, and field methods. To study the problem within the institution, the action-research method was applied, and data collection instruments such as interviews, surveys, specific focus groups, and document review were used with directors, teachers, students, administrative, and service staff. These instruments provided information on whether individuals tend to defend their rights, ideas, and needs or, on the contrary, display passive or aggressive behavior. The results show that most directors (95%), teachers (85%), students (83%), and administrative staff (95%) have a confidential level of assertiveness, demonstrating respectful communication within the group. This suggests that the institutional population humbly defers to others' wishes while suppressing their own opinions. Meanwhile, a small group (10% to 17% of the sample) is unfamiliar with assertive communication. The educational community must learn to socialize and manage new assertive communication strategies to express their views on safety in the teaching-learning process sincerely and respectfully. This will allow them to participate effectively in improving educational practices. Ideally, assertive individuals should cultivate the art of honest and respectful communication with others, maintain an active approach to life, and develop self-discipline. Consequently, staff will improve educational and pedagogical practices based on this research.