Browsing by Author "Zamora Poblete, Guillermo"
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- Item‘Are you feeling sad? Tell me about your sadness’. Existential meanings of death and life in Chilean secondary schools(2025) Zamora Poblete, Guillermo; Ow González, Maili; Lecaros Besa, Catalina; Davanzo Barros, ElisaStatistics indicate that in Western countries, around 4% of school-aged children lose one of their parents before turning 18 years old. Additionally, the likelihood of an adolescent experiencing the death of a family member or friend during those years is 78%. Although thinking and talking about death is painful, it can spur deep reflections about life and its meaning, especially if schools support students through this process. Considering this topic, a study examining eight cases of Chilean students who experienced the death of a classmate or teacher during secondary school is presented. The overarching objective is to analyse the perspectives on life’s meaning that these students developed, alongside their perceptions of how their schools provided support. Each participant wrote a letter narrating their experience, followed by two interviews. The key findings show that this experience allowed them to become more aware of life’s fragility and finitude, recognising grief as a source of learning. They especially valued when schools facilitated mourning, expressing sorrow, and discussing death across various subjects.
- Item¿Cuán reconocidos como autoridad se sienten los profesores principiantes y a qué factores lo atribuyen?(2020) Zamora Poblete, Guillermo; Meza Pardo, Marisa Edith; Cox Vial, Pilar
- ItemOrganizational commitment of chilean teachers and their relationship to intention to remain in their schools(FOUNDATION ADVANCEMENT PSYCHOLOGY, 2009) Zamora Poblete, GuillermoThe present study examines the relation between organizational commitment that teachers establish with their schools and intend to remain there. Organizational commitments are weighed using the multidimensional model proposed by Allen and Meyer (1990) and Meyer, Allen and Smith (1993). This model characterizes three types of commitments: affective, calculated and normative. The explanatory efficacy of each commitment on intended permanence of teachers in establishments is identified by means of a logistic regression technique. Likewise, diverse combinations between commitments are compared to provide the most comprehensive model. Five hundred and thirty nine 1st - 8th grade teachers working in public municipal, sponsored- private and private schools from Santiago are surveyed. In general, results indicate that affective commitments best account for intended permanence. However, it is necessary for a better adjustment to integrate normative aspects to this dimension. On the other hand, though calculated commitment is also relevant, its explanatory efficacy is significantly less than the affective one.
- ItemTeacher authority in schools in underprivileged sectors in Santiago, Chile(INST EUROPEO INCIATIVAS EDUCATIVAS, 2010) Zamora Poblete, Guillermo; Zeron Rodriguez, Ana MariaTeacher authority in schools in underprivileged sectors in Santiago, Chile
- ItemWhere Does the Authority of Chilean Teachers Comes from? Analysis from the Perspectives of Students(PONTIFICIA UNIV JAVERIANA, FAC ESTUDIOS AMBIENTALES & RURALES, 2015) Zamora Poblete, Guillermo; Meza Pardo, Marisa; Cox Vial, PilarCurrently, teacher's authority rests not only in the school; it also needs to be built by the teacher and recognized by their students. The present study aims to characterize the teachers with more authority, based on the perspectives of high school students from different socioeconomic groups. Information is collected through a questionnaire administered to 936 young people from the city of Santiago de Chile. Results indicate that teachers recognized for their authority are those teaching a knowledge highly valued, they are respectful and proactive.