The Teachers’ soft skills in managing disruptive behaviors in adolescents

Habilidades blandas de los docentes frente a conductas disruptivas en adolescentes

Abstract

This study analyzed the use of soft skills by teachers in managing disruptive behaviors among students in Upper Basic Education and High School at a Waorani Intercultural Bilingual Educational Unit. The research was conducted using a qualitative approach with an exploratory and descriptive design, which allowed for an understanding of teaching practices within a specific intercultural context. Data were collected through semi-structured interviews with teachers and an expert in the field, as well as non-participant classroom observations, providing direct insight into the educational context.The results showed that the most frequent disruptive behaviors were inattention, constant interruptions, and non-compliance with rules, all of which negatively affected the school climate and the teaching-learning process. Furthermore, it was found that although teachers recognized the importance of soft skills such as empathy, assertive communication, active listening, and emotional self-regulation, their application in practice was limited, with traditional disciplinary strategies predominating. It was concluded that there is a gap between theoretical knowledge and pedagogical practice, highlighting the need to strengthen teacher training in socio-emotional competencies to improve school climate, student behavior management, and the quality of the educational process in intercultural contexts.

KEYWORDS: Soft skills; Disruptive behaviors; Emotional self-regulation; Intercultural education.