Gender and Professional Role Differences in Chilean Educational Personnel's Perceptions of School Climate and Well-Being.

ABSTRACT: This study explores the perceptions of Chilean educational staff regarding school climate, classroom climate, and personal well-being, analyzing differences by gender and professional role. A non-experimental, cross-sectional, and quantitative design was used, with 8536 participants who completed perception scales on institutional support, classroom dynamics, and personal well-being. Results showed that women reported higher scores in Teacher-Student Relationship and Course Organization and Participation, while men reported higher levels of Institutional Support. Teachers reported more positive results than assistants in most dimensions, except for Institutional Support, where assistants scored higher. Although these effects were statistically significant, their magnitudes were consistentl

SUBMITTER: Munoz-Troncoso F 

PROVIDER: S-EPMC12649673 | biostudies-literature | 2025 Oct

REPOSITORIES: biostudies-literature