Disruptive behavior in compulsory secondary education classrooms: a multi-informant analysis of the perception of teachers and students

El presente estudio explora la relación entre la disrupción y tres conjuntos de indicadores sobre la convivencia escolar desde una perspectiva multi-informante. Los datos procedían de 4055 profesores y 16017 estudiantes de 187 centros de secundaria. Las tres variables dependientes fueron la percepción de profesores y alumnos sobre la disrupción, y el reconocimiento por los alumnos de acciones disruptivas. Los predictores elegidos comprendían aquellos relacionados con la calidad de la convivencia, otros sobre medidas organizativas del centro que mejoran dicha convivencia y un tercer grupo sobre obstáculos que la deterioran. Los resultados muestran una mayor relación de la percepción de los profesores con los tres grupos de predictores. Los indicadores de obstáculos a la convivencia mostraron una mayor varianza asociada con las tres medidas de la disrupción. La valoración y respeto de las familias también se asocia con bajos niveles de disrupción. El análisis de los obstáculos a la convivencia muestra que las conductas disruptivas y agresivas están íntimamente unidas. Las relaciones con las conductas coercitivas por parte del profesor encajan con la existencia de bucles de disrupción-coerción-disrupción crecientes.This study explores the relationship between disruption and three sets of indicators on school climate from a multi-informant approach. The data came from 4055 teachers and 16017 students from 187 secondary schools. The three dependent variables were teachers’ and students’ perceptions of disruption, and students’ admitting having participated in disruptive actions. The indicators chosen as predictors included a first group related to the school-climate quality, a second one about organizational measures that could improve this climate, and a third group about obstacles that deteriorate it. The results showed that teachers’ perceptions have a higher relation with the three sets of predictors. Meanwhile, indicators of obstacles to coexistence were those who showed greater variance associated with the three measures of disruption. It was found that, when teachers feel valued and respected by families, this is associated to lower levels of teachers’ perceived disruption and students’ admitted disruption. The analysis of the obstacles in achieving a good school climate shows that disruptive and aggressive behaviors are closely linked. Relations with teachers’ coercive behavior support the existence of growing disruption-coercion-disruption loop