La percepción docente sobre la autoridad escolar y la disciplina de los estudiantes de Educación General Básica Superior de la Unidad Educativa “Los Andes” del cantón Píllaro

Abstract

This research focuses on teachers' perceptions of school authority and student discipline in the upper basic general education program at the “Los Andes” Educational Unit in the Píllaro canton. This study is relevant because it allows us to understand how the authority styles exercised by teachers are linked to student discipline. Its contribution lies in highlighting teachers' perceptions of the predominant authority styles and establishing how these can influence discipline. The general objective was to analyze the relationship between teachers' perceptions of school authority and the discipline of upper basic general education students at the “Los Andes” Educational Unit in the Píllaro canton during one academic year. The research was developed within the line of Social and Educational Behavior, with a qualitative approach, anon-experimentalcross-sectional design, an exploratory and descriptive level, and a bibliographic-documentary and field modality. The study used an intentional sample comprised of the tutor teachers and upper elementary students. Two structured questionnaires were used as techniques: one for teachers to identify the predominant authority style and another for students to evaluate the level of discipline. It is concluded that the predominant authority styles in the institution are: collaborative, democratic, and charismatic, based on dialogue and participation; and that discipline levels remain within acceptable ranges. These findings highlight the importance of strengthening authority practices that reinforce order, coexistence, and the socio-emotional development of studen