Acceso usuarios
La configuración de nuevas relaciones intergrupales e interpersonales que se producen en el contexto social de acogida como consecuencia de los procesos migratorios, posee implicancias directas sobre el espacio escolar.
Teniendo en cuenta la existencia de diferentes modelos de atención a la diversidad cultural en las escuelas (Banks, 2009), nuestro objetivo consiste en analizar de qué manera, la mayor o menor presencia de alumnos inmigrantes en los centros, impacta en el bienestar social del docente. Se aplicó la Escala de Bienestar Social de Keyes (1998), adaptada por Blanco & Díaz (2005) a una muestra de 281 docentes de educación primaria (Guipúzcoa, España), distribuidos en tres grupos para su comparación. Los resultados indican que aquellos docentes que pertenecen a centros con mayor porcentaje de alumnado extranjero, son quienes presentan un mayor nivel de bienestar social respecto de sus colegas que pertenecen a centros caracterizados por la homogeneidad socio-cultural del alumnado
Multicultural Education and teacher�s social well-being: The configuration of new intergroup and interpersonal relations that take place in the receiving social context as a result of migratory processes, owns direct influences over the school scene. Having in account there are different paradigms and models in multicultural education (Banks, 2009), the aim of the study is to analyse the impact that has on teacher�s social well-being, the main or minor percentage of immigrant students in the schools. The Social Well-Being Scale of Keyes (1998), adapted by Blanco & Diaz (2005) was applied on a sample of 281 primary education teachers from Guipúzcoa, (Spain). They were distributed in three groups for its comparison. The results indicate, that those teachers that carry out their work in schools with greater concentration of immigrant students, presented the greater level of social well-being with respect to their colleagues who belong to schools characterized by the sociocultural homogeneity of the pupils.
