Self-concept, coping strategies and professional teaching performance. Comparative study with teachers who work in adverse contexts

Abstract

This paper describes some of the links between self-concept, coping strategies and development professional teacher in two Mexican adverse contexts with high and relative socio-cultural closing: Marias Islands Prison, Nayarit and San José del Ll ano, Badiraguato, Sinaloa. The sample consisted
of 8 teachers of basic education (primary), four in each context. The research instruments used were: a) Self-Concept Questionnaire Form-5, (b) Results of students in ENLACE as an indicator of teacher performance and, c) Letters writing and depth interviews to know the coping strategies.
The results are consistent with the thesis of architecture multidimensional self-concept and it shows us that the relationship between self-concept, coping strategies and professional teacher performance are not linear. These findings are importantbecause of they enable us to design pedagogical strategies and support for teachers who work in the similar contexts as described above.