The Practice of Respect and Its Impact on School Coexistence Among Basic Education Students
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Abstract
This study analyzed the relationship between the practice of respect and school coexistence among third- and fourth-grade students at the Héroes de Paquisha School. It employed a quantitative approach with a descriptive-correlational scope, a non-experimental design, and a cross-sectional timeframe. The study population consisted of 58 students, selected via a census sampling method. Data were collected using a structured survey with a Likert-type scale designed to assess manifestations of respect toward peers and teachers, adherence to rules, acceptance of differences, interpersonal relationships, conflict resolution, school climate, cooperation, and participation. Data were analyzed using descriptive statistics and Spearman’s rho coefficient. The results showed higher levels of favorable assessment regarding respect for peers, peaceful conflict resolution, and cooperation, whereas respect for teachers, adherence to rules, acceptance of differences, interpersonal relationships, and school climate showed predominantly intermediate levels. Inferential analysis identified a positive, statistically significant, yet weak relationship between respect and school coexistence. The study concludes that respect is a significant component of school coexistence, although its influence is intertwined with other factors present in daily school dynamics.
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