Objective:

This research aims to identify the factors that influence the school climate at the T.P.P. educational institution in the department of Boyacá and how these factors have changed from 2019 to 2024.

Originality/Contribution

: This study presents an overview of the reality of a rural school in Boyacá, examining the multifactorial influences intertwining the school climate and everyday life within the educational context from 2019 to 2024.

Method:

The research was conducted using a qualitative-narrative approach with participant observation and focus groups as the main techniques, from a dialogical perspective.

Strategies/information gathering:

Information was collected through memos, field diaries, interviews, and surveys of the different focus groups.

Conclusion:

The study concludes that the following are key determinants in shaping the school climate in the rural educational context: the ways in which members relate to each other; the preconceptions they have about each other’s roles; the performance and leadership styles of school administrators; teacher willingness and commitment; and the socio-historical, family, and community contexts.

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