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RESUMEN Comprender cuales son las habilidades sociales (HHSS) consideradas relevantes por los profesores de Ensenanza Secundaria (ES) para el exito academico de sus alumnos facilitara propuestas de intervencion eficaces para mejorar la capacidad de respuesta del alumno a demandas especificas de contextos educativos, disminuyendo su vulnerabilidad ante situaciones de riesgo. En una muestra de 198 profesores espanoles (centros publicos, privados y concertados) se analizan las HHSS evaluadas como criticas mediante el Social Skills Improvement System-Rating Scales (SSIS-RS) asi como la significatividad de las relaciones entre caracteristicas del profesor y dichas HHSS –pruebas de Chi-Cuadrado, Mediana, Kruskal-Wallis y U de Mann-Whitney-. Se confirma que en ES no hay HHSS valoradas por los profesores como “no importantes” para el exito academico, todas son significativamente criticas, resultando de mas a menos importantes la Cooperacion, Responsabilidad, Extroversion, Asercion, Comunicacion, Autocontrol y Empatia. Estos hallazgos se discuten respecto a resultados de otros estudios (e.g. Lane et al., 2010) destacando entre los profesores espanoles mayor estimacion de la Asercion que del Autocontrol, probablemente por cuestiones culturales. Los profesores aprecian las HHSS que favorecen la armonia en sus clases, enfatizando el cumplimiento de las normas y la participacion en actividades grupales favorecedoras de un buen ambiente de aprendizaje. Finalmente, se obtienen minimas diferencias en HHSS segun la etapa educativa del profesor (ESO, Bachillerato, FP) y sus anos de experiencia. Se detectan algunas diferencias en funcion del genero –las profesoras valoran mas la Comunicacion, Asercion, Autocontrol y Extroversion-. Se discuten implicaciones, limitaciones del estudio y futuras investigaciones. ABSTRACT Understanding which Social Skills are considered very important by Secondary Education Teachers for the academic achievement of their students for the would provide proposals for effective actions to improve the responsiveness of the student to specific demands from educational contexts, decreasing their vulnerability in case they had to face with risky situations. In a sample of 198 teachers belonging from public, private and charter schools, Social Skills, which were considered as critical by the Social Skills Improvement System –Rating Scales (SSIS-RS) has been analyzed by performing statistical analysis as Test of Chi-Square, Medium, Kruskal-Wallis and Mann-Whitney, as well as the significance of the relationship between teacher characteristics and those Social Skills. It is confirmed that in Secondary Education there is not any Social Skill which is considered as “not important” for academic achievement by teachers. Every Skill is significantly critical, resulting from the most to the least important, Cooperation, Responsibility, Engagement, Assertion, Communication, Self-Control and Empathy. Regarding other studies, it highlights to be higher estimated Assertion than Self-Control, probably for cultural reasons. And very low differences in Social Skills according with the teacher´s educational stage (E.S.O., Bachillerato, Formacion Profesional) and years of teaching experience. There are some differences in accordance with their gender –female teachers give more value to Communication, Assertion, Self-Control and Engagement-. Implications, limitations of the study and future researches are discussed.

revista española de orientación y psicopedagogía/revista española de orientación y psicopedagogía

Habilidades sociales y éxito académico: expectativas de los profesores de educación secundaria-Social skills and academic achievement: secondary teacher expectations