Self-concept of teachers who work in elementary schools in marginalized rural contexts

Abstract

The purpose of this study is to know the self-concept of professors who work in schools with complete organization and multigrade, from medium to very high marginalization; an area of research little studied. 8 teachers and 7 teachers participate, distributed in 8 rural schools in the municipality of Badiraguato, Sinaloa; México. It is a descriptive study, where the Form 5 Self-Concept Questionnaire was used García; Musitu (2009). Of the five dimensions of self-concept, the emotional and social have the lowest scores. Women have significantly lower scores than men in the emotional dimension. The above is similar to that reported by other studies. Unitary teachers achieve better scores than their ungraded, bidocent and tridocent colleagues in self-concept. The more grades the teacher attends, the higher the academic self-concept. When the social self-concept is higher, it is perceived lower in the academic self-concept, and, on the contrary, when it presents lower scores in the social dimension, the higher is its academic self-concept. Safety, pedagogical and psychological support must be provided to teachers in these contexts, mostly in women, and the keys of the unitarians must be recovered, which seem to better safeguard the integrity of their self-concept.