Assertive communication in the institutional area

Abstract

The purpose of the research was to design a model of assertive communication between teachers and authorities of the Víctor Emilio Estrada Basic Education School, in order to improve institutional development. Its objective was to analyze assertive communication and its contribution to the teaching and learning process in students. Quantitative and documentary bibliographic methods were used, techniques such as observation, interview and survey were applied through the questionnaire, the study population was limited to a sample of 49 teachers, 5 directors and 80 students. The results obtained show that the use of assertive communication by teachers as a daily practice is unavoidable, with a marked impact on the self-directed learning of students, so that teachers compensate their work under the criteria of the constructivist model. This disposition reaches to generate that students are motivated to be autonomous, with a critical, creative, reflective and investigative spirit, to positively generate situations that allow them to face challenges in a positive way in their daily work.