Teachers' perceptions of internal factors associated with holistic learning in secondary education
DOI:
https://doi.org/10.64325/IJIP.v3i1.28Keywords:
holistic learning, teacher perception, secondary education, internal factors, cognitive development, socio-emotional developmentAbstract
Comprehensive learning in secondary education encompasses cognitive, socio-affective, physiological, and personal components that influence the school experience. The objective of this study was to characterize these internal factors according to the perceptions of teachers affiliated with educational institutions in Bucaramanga, Colombia. A quantitative, descriptive, non-experimental, cross-sectional, and field study was conducted. One hundred teachers participated, selected through a census of the accessible population. Data was collected using a closed-ended questionnaire with a five-point Likert scale; for this article, 12 items grouped into four indicators were analyzed. Means, standard deviations, and coefficients of variation were calculated. The dimension obtained an overall mean of 3.92, a standard deviation of 0.98, and a coefficient of variation of 25.00%, corresponding to a high level. Personality and maturity presented the highest mean (3.97), followed by the cognitive component (3.94), socio-affective component (3.89), and physiological component (3.88). The difference between the means was small, indicating similar teacher evaluations. It can be concluded that participants favorably recognize all four components; however, the results reflect teacher perceptions and not direct measurements of student characteristics.
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Copyright (c) 2026 Pedro Abdul Pinto Niño (Author)
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