Assertive communication in teachers: diagnosis and educational proposal

Assertive communication has been included as one of the social and life skills that are keys to promote human development and to prevent psychosocial problems. The aim of this study was to make a diagnosis of it from its personal dimension facing teachers' socio-demographic characteristics. From the findings, an educational intervention design was made. The applied method was quantitative through a descriptive transectional study, with 39 male and female teachers. The results indicate that most of participants are located in the average range up, which reports on that they are assertive when communicating. However, statistically significant differences were found in factor 3, regarding the training level (F = 4.189, p = 0.048) and years of experience (F = 3.39, p = 0.045); as well as in factor 5 regarding the number of children (F = 5.14, p = 0.029). It is concluded that it is necessary both to reinforce and to improve some characteristics of this communication, for which an educational program was proposed.