CONFLICT, NEGOTIATION AND PEDAGOGICAL CHANGE: A SCIENTIFIC STUDY IN EDUCATIONAL INSTITUTIONS

Abstract

This study proposes guidelines to foster effective negotiation in the school context. It is a quantitative research project, framed within a cross-sectional design, applied to a census population of 12 administrators and 88 teachers from three public educational institutions in Ecuador. Based on theories notably those of Mora and Villalobos (2019) and Bonilla et al. (2020), a survey was administered using a multiple-choice questionnaire to the staff of the participating educational institutions. The results were interpreted using statistical analysis techniques (Hernández et al., 2021). The study reveals that 84% of respondents perceive conflict as negative, and 41% are unaware of the phases involved in generating effective negotiation. In response, a set of guidelines is proposed to foster an effective school climate, aimed at consolidating a culture of negotiation within the educational context, with the objective of strengthening a contextualized trilogy that articulates the concepts; Pedagogical change, conflict, and negotiation in a practice significant for social well-being. It is concluded that the educational management of conflict through negotiation techniques contributes to creating a positive organizational climate and leads to pedagogical change.