School Climate: A Panoramic View Of The Colombian Territory From The Educational Coexistence Observatory At La Casa Del Maestro

Abstract

This work collects, through exploratory and explanatory non-experimental analysis, the perspective of teachers in the Colombian territory regarding the school climate after the return to face-to-face teaching as a result of the confinement caused by COVID-19. Under this perspective, the factors taken into account were: Cohesion, Coexistence, Empowerment, Teacher Commitment, Educational Goals and Linkage. The results showed that in both the exploratory and confirmatory analysis, the core elements that contribute to the school climate are coexistence and empowerment, which implies the commitment of the educational community to enhance these principles in the institutional educational project.