Perception of Mexican Educational Actors Regarding the Implications of School Life on Educational Achievement

Authors

  • Eduardo Pérez Archundia PhD, Higher Institute of Educational Science of the State of Mexico, Mexico,
  • Julio Juan Villalobos Colunga PhD, Higher Institute of Educational Science of the State of Mexico, Mexico,

Keywords:

educational achievement, school life, stake holders, discipline, school violence

Abstract

This paper analyses the implication of school life, understood as coexistence, in the educational achievement of secondary school students. The article is based on data collected as part of a collective piece of research from the perspective of the sociological phenomenology of Alfred Schutz. 135 in-depth interviews were conducted with both teachers and students as well as participant observation sessions at different times and spaces in the educational institutions in this study. Further discussion is enhanced when problems such as insecurity and poverty are brought forward into the scene. It is concluded that if the concept of bullying continues to be reduced as a problem of disciplined coexistence among peers, palliative educational policies will prevail that lose sight of this type of violence. The results show the omission in educational public policies regarding the importance of interpersonal relationships on both teaching and learning processes.

Downloads

Download data is not yet available.

Downloads

Published

2024-07-01

How to Cite

Archundia , E. P., & Colunga , J. J. V. (2024). Perception of Mexican Educational Actors Regarding the Implications of School Life on Educational Achievement. International Journal of Instruction, 17(3), 199–218. Retrieved from https://e-iji.net/ats/index.php/pub/article/view/610

Issue

Section

Articles