La educación positiva y su incidencia en la permisividad del cumplimiento de normas conductuales y académicas de los estudiantes de la Unidad Educativa Particular Glenn Doman de la ciudad de Manta

Abstract

Abstract: Positive education and its impact on the permissiveness of compliance with behavioral and academic norms of tenth-grade students of Basic General Education at the Glenn Doman Private Educational Unit in the city of Manta. The general objective of this research is to analyze positive education in order to establish its impact on the permissiveness of students' compliance with behavioral and academic norms. A qualitative approach was applied, with a descriptive and explanatory scope, and an experimental, cross-sectional, exploratory, and descriptive design. Techniques and instruments included surveys and interviews. The results showed that 47.62% of the population believes that respect and trust among students are not fostered; likewise, teamwork is infrequent, and institutional norms are not monitored and enforced, which negatively impacts the school environment. It is concluded that the permissiveness applied in the tenth grade of basic general education at the Glenn Doman Educational Unit demonstrates a significant deficiency in agreements and commitments between teachers and students for healthy coexistence during the school year within the framework of positive education.