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espanolUno de los grandes problemas de la educacion espanola es el incremento de la conflictividad y de la violencia dentro y fuera de los centros escolares. Existen programas de prevencion e intervencion puestos en marcha por la administracion educativa, como los planes de convivencia, que no han tenido los resultados esperados. El objetivo de este estudio es analizar y evaluar los planes de convivencia que se estan implementando en centros de Educacion Secundaria en Espana. Para ello se ha tomado una muestra de N=806 centros educativos espanoles. Se utilizo la Matriz de evaluacion de los planes de convivencia validada a traves del juicio de expertos; las valoraciones de los items seleccionados se han operativizado con el Metodo de Osterlind (1989). La fiabilidad del instrumento obtuvo un Alpha de Cronbach de.876 de consistencia; los analisis estadisticos de los datos se realizan con el programa SPSS 23.0. Para la evaluacion de los Planes de Convivencia se empleo la metodologia participativa (De Miguel, 2009), donde intervinieron 5 expertos y 30 estudiantes-investigadores. Los hallazgos evidencian que la unica fortaleza de los planes de convivencia es el adecuado planteamiento de los objetivos, mientras que las debilidades son el diagnostico, que no refleja la realidad personal, familiar ni el entorno social del alumno; la inadecuada temporalizacion de las actividades; la falta de responsables y el deficiente seguimiento y evaluacion. Se concluye que es necesario un enfoque holistico, practico y realista de la convivencia en los centros orientado al cambio en la cultura escolar. EnglishOne of the great problems of Spanish education is the increase of conflict and violence inside and outside schools. There are prevention and intervention programs put in place by the educational administration, such as coexistence plans, which have not had the expected results. The objective of this study is to analyse and evaluate the coexistence plans that are being implemented in Secondary Education centres in Spain. For this, a sample of N = 806 Spanish educational centres has been taken. The evaluation matrix of coexistence plans was used, validated through expert judgment; the valuations of the selected items have been operationalized with the Osterlind Method (1989). The reliability of the instrument obtained an Alpha of Cronbach of.876 of consistency; the statistical analyses of the data are carried out with the SPSS 23.0 program. For the evaluation of the Coexistence Plans, the participative methodology was used (De Miguel, 2009) in which 5 experts and 30 student-researchers intervened. Findings show that the strength of the coexistence plans is the adequate setting of the objectives, while the weaknesses are the diagnosis, which does not reflect the personal, family or social environment of the student; inadequate timing of activities; the lack of responsible; and poor monitoring and evaluation. It is concluded that a holistic, practical and realistic approach for coexistence in schools is necessary, aimed at changing school culture.

¿Por qué no son eficaces los planes de convivencia escolar en España?