<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712022000100005</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i24.1042</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Clima escolar, estilos de enfrentamiento del personal de apoyo y percepción estudiantil de violencia escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[School climate, coping styles of support personnel and students&#8217; perception of school violence]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tánori Quintana]]></surname>
<given-names><![CDATA[Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vera Noriega]]></surname>
<given-names><![CDATA[José Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bautista Hernández]]></surname>
<given-names><![CDATA[Gildardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Durazo Salas]]></surname>
<given-names><![CDATA[Francisco Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Sonora Departamento de Educación ]]></institution>
<addr-line><![CDATA[Ciudad Obregón Sonora]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Sonora  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Intercultural del Estado de Puebla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,TECNOESTATA, S.C.  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>13</volume>
<numero>24</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712022000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712022000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712022000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La comunidad escolar, estudiantes, docentes, personal de apoyo y directivos, cada uno tiene un rol específico para generar una convivencia adecuada. El objetivo es identificar la relación entre la percepción del clima escolar, el tipo de enfrentamiento ante la violencia por parte del personal de apoyo académico (prefectos, trabajadora social y orientadores) y la percepción de violencia escolar en secundarias públicas del estado de Sonora, México. Participaron 154 personas quienes realizan trabajo de apoyo para la gestión directiva en 46 secundarias públicas de Sonora (46.6% del sexo masculino y 53.4% del femenino). Los resultados señalan directamente que el enfrentamiento directo se relaciona positivamente con el compromiso y vinculación, y de manera negativa con el de tipo evitativo, mientras que los efectos indirectos señalan que el enfrentamiento directo se relaciona positivamente con el clima escolar positivo y que el enfrentamiento evasivo lo hace de manera negativa. Además, se muestra que el clima escolar se relaciona de manera positiva con la percepción de violencia. Los resultados indican que el papel que asume el personal de apoyo frente a la violencia escolar está marcado por su percepción del clima escolar y la forma en la que enfrenta las situaciones de acoso entre los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Within the school community - students, teachers, support staff and directors - each element plays a specific role to generate an adequate coexistence. The aim of our research is to identify the relationship among the perception of the school climate, the ways of coping with violence of academic support personnel (prefects, social workers, and counselors) and the perception of school violence in public secondary schools in the state of Sonora, Mexico. 154 people who do support work for the directive management in 46 public secondary schools in Sonora (46.6% male and 53.4% female) took part in this study. The results indicate that dealing with violence directly is positively linked to commitment and bonding and avoidance is linked negatively, while the indirect effects indicate that dealing with violence directly is positively linked to a favorable school climate and evasive coping is linked negatively. Furthermore, we found that the school climate is positively linked to the perception of violence. Our results indicate that the role played by support personnel in the face of school violence is marked by their perception of the school climate and the way in which they deal with bullying situations among students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enfrentamiento]]></kwd>
<kwd lng="es"><![CDATA[enseñanza secundaria]]></kwd>
<kwd lng="es"><![CDATA[gestión educacional]]></kwd>
<kwd lng="es"><![CDATA[ambiente educacional]]></kwd>
<kwd lng="es"><![CDATA[violencia]]></kwd>
<kwd lng="en"><![CDATA[coping]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="en"><![CDATA[educational management]]></kwd>
<kwd lng="en"><![CDATA[educational environment]]></kwd>
<kwd lng="en"><![CDATA[violence]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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