Acceso usuarios
Yessenia Abigail Ruano Armas
, Andrea Gabriela Anchundia Aguilar, María Leonor Cedeño Sempértegui
Este estudio analiza la relación entre la ética docente y la autoestima de estudiantes de bachillerato en una unidad educativa, mediante un enfoque cuantitativo correlacional explicativo, se evaluaron cinco dimensiones de ética docente y autoestima en 70 estudiantes y 3 docentes usando cuestionarios y observación directa. Los análisis de correlación de Spearman revelaron relaciones significativas y positivas en todos los niveles educativos (ρ=0,999; ρ=0,994; ρ=0,993), confirmando la influencia de las prácticas éticas docentes en el desarrollo emocional estudiantil, sin embargo, se identificaron patrones contrastantes: segundo de bachillerato presentó la mayor ética percibida (3,93) pero menor autoestima (3,48); mientras tercero mostró la mayor autoestima (3,94) con ética intermedia (3,15). Los hallazgos sugieren que, aunque existe una correlación fuerte, factores contextuales adicionales como madurez psicosocial, presiones académicas y expectativas post bachillerato moderan esta relación, la investigación destaca la necesidad de fortalecer la formación ética docente y adaptar estrategias pedagógicas según el nivel educativo, estableciendo la base para futuras investigaciones sobre la influencia de factores mediadores en diferentes entornos educativos.
This study analyzes the relationship between teacher ethics and self-esteem of high school students in an educational unit, using a quantitative correlational explanatory approach. Five dimensions of teacher ethics and self-esteem were evaluated in 70 students and 3 teachers using questionnaires and direct observation. Spearman correlation analyses revealed significant and positive relationships at all educational levels (ρ=0.999; ρ=0.994; ρ=0.993), confirming the influence of teaching ethics practices on student emotional development, however, contrasting patterns were identified: second year of high school presented the highest perceived ethics (3.93) but lower self-esteem (3.48); while third year showed the highest self-esteem (3.94) with intermediate ethics (3.15). The findings suggest that, although there is a strong correlation, additional contextual factors such as psychosocial maturity, academic pressures and post-baccalaureate expectations moderate this relationship. The research highlights the need to strengthen teacher ethics training and adapt pedagogical strategies according to the educational level, establishing the basis for future research on the influence of mediating factors in different educational environments.
