Representation of Teachers on Good Treatment, its Strategies and Incidences in School Coexistence

Abstract

In Chilean schools, mistreatment is on the rise. The Ministry of Education proposes to promote well-treating relationships by modelling the good treatment in their students as teaching labor in order to establish positive attachment relationships as part of the classroom environment. This study analyzes the representation of teachers about good treatment, their strategies and relationship with school coexistence through the qualitative method with focus groups. The findings reveal the basic level of knowledge that teachers have in relation to the central theme of good treatment and the great importance they assign to positive communication between teacher and student.