Coping with school failure: A study from the teacher’s perspective
DOI:
https://doi.org/10.31391/S2007-7033(2023)0060-008Keywords:
school failure, high school education, teachers, social representationAbstract
Research that addresses perspectives and meanings of teachers about coping with student failure is limited. The purpose of this article is to analyze the social representations that CECyTE teachers in Baja California have about coping with school failure and compare the coping strategies for school failure promoted by this sector based on social insertions such as age, gender, background, and professional update path. From a qualitative approach, a questionnaire of free association of words was applied. The results show that coping with stressful academic events is dynamic and allows strategies to change based on continuous reassessment. Teachers highlighted two main coping strategies: At the institutional level, the search for social support characterized by channeling students to school support services, and at the individual level, directive-revaluation coping, undertaking continuous training processes.
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