Diagnosis of assertive communication among UNES teachers: Implications for educational quality
DOI:
https://doi.org/10.69821/constellations.v2i2.13Keywords:
Assertive communication, teachers, higher education, diagnosis, interpersonal relationshipsAbstract
This study has diagnosed the level of assertive communication among teachers at the Universidad Nacional Experimental de la Seguridad (UNES), Center for Training Cojedes, recognizing the importance of this skill for an effective educational environment. The main objective has been to evaluate teachers' communicative abilities in terms of expressing disagreements, admitting mistakes, and communicating personal desires. A quantitative approach with a non-experimental cross-sectional design has been employed, using the Multidimensional Assertiveness Scale (EMA) to collect data. The results have revealed significant weaknesses in assertive communication, with a high percentage of teachers frequently resorting to indirect communication and showing reluctance to admit mistakes. However, it has also been observed that some teachers possess strong skills in opinion expression and effective communication. These conclusions underscore the need to implement training programs that strengthen assertive communication, addressing the identified areas for improvement. This diagnosis has provided a critical foundation for future interventions aimed at promoting a more collaborative work environment and a higher quality educational setting at UNES.
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