Elaboración de escalas de valoración de obstáculos y medidas para abordar la violencia de género en las escuelas / Development of scales to study barriers and needed measures to addressgender-based violence in schools

RESUMEN

Resumen El personal docente cumple un rol clave en la prevención de la violencia de género (VG) en el ámbito educativo. Este trabajo tiene como objetivo validar al contexto local dos escalas para indagar cómo el personal docente y directivo valoran los obstáculos para abordar la VG y conocer su valoración respecto a las medidas propuestas para mejorar la prevención y la forma de abordarla. Se realizó un estudio descriptivo, transversal y multicéntrico con personal docente y directivo de escuelas públicas de Córdoba, Argentina. Para ello, se utilizó un cuestionario autoadministrado que incluyó dos escalas, una sobre obstáculos y otra sobre medidas. Se realizó análisis descriptivo, bivariante, factorial exploratorio y alfa de Cronbach y se construyó un modelo de regresión múltiple utilizando cada factor como variable dependiente. La escala validada de obstáculos se compone de diez preguntas y la escala de medidas incluye trece. Los resultados de regresión múltiple indican que los vínculos y prejuicios funcionan como obstáculos importantes para el nivel primario. La importancia otorgada a la ayuda especializada, como medida para prevenir la VG, se asocia a los equipos educativos que han manifestado necesidad de formación en este tema. Quienes han realizado actividades de prevención en las escuelas de nivel primario valoran más la transversalización de la perspectiva de género como medida. Las escuelas con personal en situación de VG consideran la formación en VG como medida de gran relevancia. Las escalas validadas en este estudio son fiables y recogen dimensiones empíricas de las valoraciones sobre obstáculos y medidas en relación con el abordaje de la VG en las escuelas.

ABSTRACT

Abstract Teachers play a key role in the prevention of gender violence (GBV) in the educational field. However, studies evaluating the opinions of teaching and management staff regarding the necessary measures to prevent GBV or the obstacles they must face when addressing this problem in the educational field in our context are incipient. This work aims to validate two scales to know the opinions and evaluations of the educational personnel on the obstacles and the measures they consider necessary to tackle and prevent GBV in schools. A descriptive, cross-sectional and multicenter study was carried out to an intentional non-probability sampling. The study population was the directing and teaching staff of schools in the Province of Córdoba, Argentina. The study variables were sex, years of experience in the position, age, educational level of the center (initial / primary / middle / tertiary), area (urban / rural), locality where the face-to-face training was carried out, prevention activities carried out in the educational center focused on students, families, and the educational team; GBV training activities carried out by the educational team, women and/or families identified in GBV situation, families with judicial restraining order, team interventions education before GBV of the students and/or families, staff of the educational team that has lived or is experiencing a situation of GBV, meetings of the educational team with local community organizations to articulate activity to prevent and/or address GBV, need for training on GBV manifested by the teaching team. To measure opinions on the obstacles and measures necessary to address GBV in schools, we applied a self-administered questionnaire with two scales, one on obstacles and the other on measures, based on Spanish scales. A descriptive, bivariate analysis of the relationship of all variables with sex, exploratory factor and Cronbach's alpha was performed. Finally, a multiple regression model was constructed to test the convergent validity using each factor as the dependent variable. The first scale of ten items identifies a dimension of obstacles related to family ties and existing prejudices in the educational community. The second dimension, values ​​aspects related to the scarcity of resources. For its part, the thirteen item scale of measurements has three dimensions. The first dimension, groups measures related to specialized help to address GBV, such as prevention programs, materials, and coordination with external organizations. The second groups the measures related to the need to have gender mainstreaming measures in the approach to GBV at school. The third dimension reflects the importance of staff training on these topics. Bonds and biases function as major obstacles for the elementary level. The importance given to specialized help, as a measure to prevent GBV, is mainly associated with educational teams that have expressed a need for training in this area. Those who have carried out prevention activities and primary schools, value more the mainstreaming of the gender perspective as a measure. Schools with staff who have lived or are experiencing a GBV situation consider GBV training as a highly relevant measure. The scales validated in this study are reliable and include empirical dimensions of the assessments of obstacles and measures in relation to the GBV approach in schools.