Track 12. Educational Innovation Authors: Alicia A. Chaparro, Adriana Gamazo and Juan Carlos Pérez-Morán https://youtu.be/K2hdEqLiiC4

1. Teacher perceptions of coexistence in Mexican
schools. An analysis of the internal structure of a
national instrument (ECEA-MS)
Alicia A. Chaparro
Adriana Gamazo
Juan Carlos Pérez-Morán

2. • The right to education, involves more than just ensuring access to educational services for all
citizens (UNESCO/UNICEF, 2008). However there is lack of information on the running conditions of
schools in Mexico.
• The National Institute for the Assessment of Education (Instituto Nacional para la Evaluación de la
Educación, INEE) designed the Assessment of the Basic Conditions for Teaching and Learning for
Upper Secondary Education (Evaluación de las Condiciones Básicas para la Enseñanza y el
Aprendizaje en Media Superior, ECEA-MS) as a medium-term assessment aiming to monitor the
compliance of schools with the right to education.
INTRODUCTION

3. The ECEA assesses seven aspects, four or which refer to resources that generally do not depend on
or are not a direct responsibility of schools, but of educational authorities.
1 – Interpersonal relationships based on respect and
tolerance.
2 – Habitability and security within the school.
3 – Coexistence rules and disciplinary practices that
respect student rights
4 – Active student participation.
5 – Inclusive treatment towards student.
One of these seven aspects assessed
by the ECEA is school coexistence,
through five dimensions.
INTRODUCTION

4. • Despite providing a definition of school coexistence that served as a framework for this
construct within the ECEA, Fierro and Tapia (2013) acknowledge that it is a dynamic and
polysemic construct for which a final definition cannot be provided.
• Therefore, the structure of its defining elements in a construct that needs to be assessed is
a difficult task.
• This study aims to analyse the validity of the internal structure of the set of items that
compose the construct School coexistence for personal and social development in
ECEA-MS (2016), focusing of the views expressed by teachers.
INTRODUCTION

5. 11 863 teachers from the 32 Mexican states and representing all 11 types of
upper secondary education schools
For this study we analyzed only the data provided by the teachers, which
covers four of the five dimensions, dimension 4 – Active student participation
is not assessed for this group of informants).
Although a factor structure had already been proposed before the data
analysis, we decided to carry out an exploratory analysis instead of a
confirmatory factor analysis because we were interested in exploring
whether a different structure would emerge when leaving the data to
freely arrange themselves into natural factors.
METHOD
Participants
Instruments
Data analysis

6. INSTRUMENT
Dimension Conditions
Interpersonal relationships based on
respect and tolerance
Climate of respect and tolerance between teachers and students
(M62)
Climate of respect and tolerance among teachers (M63)
Climate between teachers and management staff (M64)
Habitability and security within the school
The school is a space where the educational community feels safe
• Situations affecting school safety (M67)
• Types of violence in the school (M68)
Coexistence rules and disciplinary
practices that respect student rights
Teachers’ knowledge of school coexistence rules (M66)
Inclusive treatment towards students
Inclusive treatment of all the members of the educational community
within the school (M65)

7. • Kolmogorov-Smirnov test was .906, Bartlett’s sphericity test p < .001
• Internal consistency index of .839 for the 46 items
• Explained variance percentages ranging from 42% to 74%.
RESULTS
Severity of violence
Types of violence
Rules for students/teachers

8. Based on these results, we can conclude that, while ECEA-MS already had an explicit
organization of the construct and its dimensions, indicators and variables, it lacks an explicit
definition of the construct School coexistence for personal and social development.
The results of the exploratory analysis generally show structures similar to the originally
proposed ones. However, it is noteworthy that three out of the four dimensions that compose
the instrument for teachers show at least some modifications in their structure, which
evidences the need to reconsider the location of the items in different factors.
Consequently, it is recommended to perform a restructuring the original proposal of the
construct to reflect the results of this study, which should then be verified through a
confirmatory factor analysis. This is even more relevant considering that ECEA-MS is
administered at a national level and it could have an impact in educational policy-making.
CONCLUSIONS