Relación de las conductas disruptivas con la competencia docente, la motivación y la satisfacción con la escuela en alumnado de Educación Física de secundaria

Abstract

The disruptive behavior of students is a complex and current phenomenon that involves the different educational agents. At present, the problems of indisci-pline in secondary school classrooms are becoming an increasingly frequent reality, being the usual trend in many of the educational centers. As a consequence, it ends up becoming one of the most important problems facing the educational system. This type of behavior negatively influences the attitudes and expectations of stu-dents and teachers, as it can increase resistance or opposition to innovation on the part of teachers, as well as to use more active teaching methodologies, and be di-rectly related to the absenteeism of students and teachers, as they can cause burnout, professional dissatisfaction and even lead to premature abandonment of the profession. The teaching-learning process is impaired, constituting a serious problem and may affect feelings of satisfaction with the school, in the relationship with teachers or even in school failure. In addition to this, all of the above is shaped by the characteristics of the gender, being different between boys and girls. Due to all the above, in this thesis several objectives were proposed: (i) to validate in the Spanish context of secondary education the Scale of Evaluation of Teacher Com-petence in Physical Education and analyze the factorial invariance by sex of this instrument; (ii) know the differences that exist in satisfaction with the school, disrup-tive behaviors and teaching competencies according to the sex of the students and analyze satisfaction with the school and disruptive behaviors of the students based on perceived teaching competence; (iii) analyze the effects of perceived teaching competence, motivation, and basic psychological needs on disruptive behaviors in secondary school PE students; (iv) analyze the motivational profiles of PE secon-dary school students and the relationship with support for autonomy, satisfaction, importance and usefulness of PE, and the intention of future practice of physical activity in free time; The design of this study was observational and descriptive of a cross-sectio-nal nature and a non-probabilistic and convenience sample was selected according to the people who could be accessed. The main study included 758 students (347 men; 411 women) from seven public secondary schools in the Region of Murcia, Spain, with ages between 13 and 18 years (M = 15.22; SD = 1.27). The sample for the study of invariance by sex of the validated scale consisted of 410 students (202 men = 49.3%; 208 women = 50.7%) with ages between 13 and 18 years (M = 15.14; SD = .96 ). Regarding objective 1, in order to measure teacher competence in Physical Education, the original version of the Evaluation of Teaching Competencies Scale (ETCS) by Catano and Harvey (2011) was adapted to the Spanish context. The structure of the instrument was analyzed by confirmatory procedures and internal consistency and temporal stability analyzes were performed. The models for the analysis of invariance were evaluated following the advanced methodological pro-posal of testing four successively more constrained models. The analysis of the dif-ferences by sex was performed with Linear Regression Models MIXED procedure. In order to respond to objective 2, the following scales were used: Scale of Evaluation of Teacher Competence in Physical Education, Questionnaire for Dis-ruptive Behaviors in Physical Education, and Scale of Satisfaction with School, Sa-tisfaction. Linear Multilevel Regression Models performed with the MIXED proce-dure were used for statistical analyzes. For objective 3, the following scales were used: Questionnaire for Disruptive Behaviors in Physical Education, Assessment Scale of Teacher Competence in Physical Education, Motivation Scale in Sports Adapted to Physical Education and Measurement Scale of Basic Psychological Needs . Linear Multilevel Regression Models performed with the MIXED procedure were used for statistical analyzes. For objective 4, the following scales were used: Questionnaire for Disruptive Behaviors in Physical Education, School Satisfaction Scale, Sports Motivation Scale Adapted to Physical Education, and Physical Education Teacher Competence As-sessment Scale. A cluster analysis was conducted that established two different profiles: high disruptive behaviors and low disruptive behaviors. As conclusions, the Spanish version of the Physical Education Teaching Competence Assessment Scale can be considered valid and reliable to measure teaching competence, regardless of the gender of the student body. Likewise, the competences of the Physical Education teacher are related to disruptive behaviors Marina Martínez Molina 35 in the classroom, also related to satisfaction with the school. It can also be conclu-ded that boys have the highest levels of disruptive behaviors in the classroom, as-sociated with profiles of low intrinsic motivation and high amotivation. On the other hand, among students with a more self-determined motivation, which corresponds to profiles of low disruptive behaviors and mainly made up of girls, less irresponsible and low-commitment behaviors are more likely to occur. Amotivation and boredom with school increases the different disruptive behaviors in the classroom. All results are discussed with current works and specifically related to the subject.