Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(4), 76-84, 2024
https://doi.org/10.62574/rmpi.v4i4.233
76
The impact of assertive communication on educational quality and school
climate
El impacto de la comunicación asertiva en la calidad educativa y el clima
escolar
Mónica Marcela Heredia-Villamarín
mmherediav@hotmail.com
Koinonia Research Network, Portoviejo, Manabí, Ecuador
https://orcid.org/0000-0001-7804-1652
Angela Lucía Silva-García
angelasilva84@hotmail.com
Koinonia Research Network, Portoviejo, Manabí, Ecuador
h ttps://orcid.org/0009-0000-7757-3948
Gina Piedad Vera-Cevallos
ginverce@gmail.com
Ministry of Education; Zone 4, District 13D01 Portoviejo, Manabí, Ecuador
https://orcid.org/0009-0004-9806-2943
Jennifer Fernanda Salcedo-Quijije
jenny.fernand@hotmail.com
Ministry of Education, Zone 4, District 13D02 Jaramijó-Manta-Montecristi; Manabí,
Ecuador
https://orcid.org/0009-0000-8881-3070
ABSTRACT
Assertive communication has emerged as a key element in education. Based on the above
assumptions, the research objective is to analyse the impact of assertive communication on
educational quality and school climate. The article was developed under a descriptive-
documentary methodology, the population consisted of 28 scientific articles. Assertive
communication emerges as a transformative pedagogical practice that has a significant impact
on the quality of learning, consolidating itself as a means to enhance the communicative and
social skills of students. It is highlighted that assertive communication not only improves specific
skills, but also reconfigures the pedagogical dynamics towards a more equitable and
humanising model. It is important to integrate assertive communication as an integral strategy
that favours both the well-being of educational actors and the quality of the school environment.
Descriptors: interpersonal communication; psychology of communication; educational
management (Source: UNESCO Thesaurus).
RESUMEN
La comunicación asertiva ha emergido como un elemento clave en la educación. Partiendo de
los presupuestos anteriores, se destaca como objetivo de investigación analizar el impacto de
la comunicación asertiva en la calidad educativa y el clima escolar. El artículo se desarrolló bajo
una metodología descriptivo-documental, la población estuvo conformada por 28 artículos
científicos. La comunicación asertiva surge como una práctica pedagógica transformadora que
incide significativamente en la calidad del aprendizaje, consolidándose como un medio para
potenciar las capacidades comunicativas y sociales de los estudiantes. Se resalta que la
comunicación asertiva no solo mejora habilidades específicas, sino que también reconfigura las
dinámicas pedagógicas hacia un modelo más equitativo y humanizador. Siendo importante
integrar la comunicación asertiva como una estrategia integral que favorezca tanto el bienestar
de los actores educativos como la calidad del entorno escolar.
Descriptores: comunicación interpersonal; psicología de la comunicación; gestión educacional.
(Fuente: Tesauro UNESCO).
Received: 23/08/2024. Revised: 27/08/2024. Approved: 16/09/2024. Published: 01/10/2024.
Research articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(4), 76-84, 2024
El impacto de la comunicación asertiva en la calidad educativa y el clima escolar
The impact of assertive communication on educational quality and school climate
Mónica Marcela Heredia-Villamarín
Angela Lucía Silva-García
Gina Piedad Vera-Cevallos
Jennifer Fernanda Salcedo-Quijije
77
INTRODUCTION
Assertive communication has emerged as a key element in education, especially for its impact
on the quality of learning, school coexistence and institutional management. This
communicative style, characterised by mutual respect, clarity of expression and empathy,
makes it possible to build solid interpersonal relationships and educational environments that
favour the comprehensive development of educational actors (Asanza-Capa, 2020). It should
be taken into account that the dynamics of interaction must be improved, assertive
communication is positioned as a strategic tool for the optimisation of pedagogical and
administrative processes, guaranteeing institutional cohesion and strengthening educational
quality.
From a learning perspective, assertive communication facilitates the development of social,
emotional and cognitive skills in students, promoting a more meaningful, inclusive and student-
centred education. Several studies have shown that its implementation generates tangible
benefits in the interaction between peers and with teachers, enhancing collaborative learning
and student autonomy (Barrera-Andrade et al., 2023; Lozada-Márquez et al., 2020). On the
other hand, in the area of school climate, assertive communication acts as a protective factor by
promoting an atmosphere of harmonious coexistence, reducing conflicts and fostering
empathetic relationships that strengthen social cohesion within educational institutions (Vera-
Mendoza & Flores-Vélez, 2024).
In the context of educational management, assertive communication is a fundamental resource
for leading work teams, coordinating organisational processes and resolving conflicts effectively.
This communicative orientation allows managers and teachers to establish relationships based
on trust, facilitating decision-making and improving the internal organisation of institutions
(Peñafiel-Villagómez & García-Montero, 2021). In this way, assertive communication not only
responds to the demands of administrative efficiency, but also contributes to the creation of a
positive work environment that directly impacts the quality of the education provided.
Based on the above assumptions, the research objective is to analyse the impact of assertive
communication on educational quality and school climate.
METHOD
The article was developed under a descriptive-documentary methodology, using the analytical-
synthetic method for the collection, analysis and synthesis of relevant information on the impact
of assertive communication in school management, which allowed us to identify, analyse and
contrast concepts, theories, empirical results present in selected secondary sources.
The design of this research was based on the review and analysis of 28 previously published
scientific articles, which enabled an understanding of the factors that influence assertive
communication and its influence in the educational field, the relevant information was
characterised, while the analytical-synthetic method allowed the essential elements of each
article to be broken down and then integrated into a comprehensive and argued vision.
The population consisted of 28 scientific articles selected from recognised academic journals,
published between 2018 and 2024. These documents constituted the unit of analysis and were
chosen for their thematic relevance and relevance in the study of assertive communication in
the school context. A search was carried out in academic databases such as Scopus, Web of
Science, Scielo, Redalyc, using keywords such as "assertive communication", "educational
management", "school climate".
The analysis of the information was carried out using a systematisation matrix (table 1 and table
2) which allowed the data extracted from each article to be organised into categories such as
the context of the study, the methodology used and the main results. Subsequently, the
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(4), 76-84, 2024
El impacto de la comunicación asertiva en la calidad educativa y el clima escolar
The impact of assertive communication on educational quality and school climate
Mónica Marcela Heredia-Villamarín
Angela Lucía Silva-García
Gina Piedad Vera-Cevallos
Jennifer Fernanda Salcedo-Quijije
78
analytical-synthetic method was applied to identify patterns, trends and differences, as well as
to integrate the results into theoretical premises as a contribution to the state of the question.
RESULTS
Assertive communication is an essential component in education, not only to facilitate the
transmission of knowledge, but also to build positive relationships and healthy school
environments. This style of communication, characterised by mutual respect, empathy and
clarity, has a direct impact on two fundamental pillars of the educational process: the quality of
learning and the school climate. In terms of educational quality, assertive communication allows
teachers to manage their classrooms more effectively, promoting meaningful learning and active
student participation, as well as fostering the development of skills such as critical thinking,
autonomy and problem solving, essential skills in today's educational context.
In terms of school climate, assertive communication contributes to generating an atmosphere of
respect and collaboration, where differences are managed as opportunities for growth rather
than sources of conflict. This is especially valuable in diverse and multicultural environments,
where respectful interaction is key to harmonious coexistence. The development of assertive
communication skills in students and teachers not only improves classroom dynamics, but also
strengthens human relationships, promotes teamwork and prepares people to face social
challenges constructively. Implementing programmes and strategies based on this approach is
an urgent necessity in today's educational contexts.
Thus, in the light of the references studied, the results of the research are presented, revealing
in table 1 the important documentary aspects for the contribution of the state of the question:
Table 1. The impact of assertive communication on educational quality and school climate.
CATEGORY
THEORETICAL
CONTRIBUTION
REFERENCES
Definition and concept
Assertive communication is a
style of interaction that
combines honesty, respect and
clarity, fostering positive
interpersonal relationships.
Asanza-Capa (2020);
Quiñonez-Fuentes & Moyano-
Arcos (2019).
Impact on the quality of
education
It improves educational
management and promotes
meaningful, self-directed and
effective learning at different
educational levels.
Solórzano-Soto (2018);
Lozada-Márquez et al. (2020);
Ullauri-Carrión et al. (2024);
Chávez-Vinces et al. (2023);
Gómez-Álvarez et al. (2023).
Influence on school
climate
It contributes to an atmosphere
of harmonious coexistence,
strengthening mutual respect
and reducing conflicts,
especially in multicultural
contexts.
Delgado-Togra et al. (2023);
Vera-Mendoza & Flores-Vélez
(2024); Juraz-Rolón et al.
(2023); Lahoz-i-Ubach (2021).
Skills developed
It favours the development of
communicative skills in
students, especially in
multicultural or bilingual
contexts.
Carrión-Huarancca et al.
(2023); Lahoz-i-Ubach (2021);
Barrera-Andrade et al. (2023);
Belmonte & Estupiñán (2024).
Pedagogical strategies
- Implementation of
educational and mediation
programmes based on
assertive communication.
- Development of strategies
for teachers and students in
virtual and face-to-face
Flores (2024); Villegas-Gómez
& Estrada-García (2024);
Vera-Cedeño & Caballero-
Vera (2022); Cornejo-Dávila &
Sanz-Martínez (2024); Del-
Mar-Vera et al. (2021); Vela-
Alquizar & Alata-Cusy (2023).
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(4), 76-84, 2024
El impacto de la comunicación asertiva en la calidad educativa y el clima escolar
The impact of assertive communication on educational quality and school climate
Mónica Marcela Heredia-Villamarín
Angela Lucía Silva-García
Gina Piedad Vera-Cevallos
Jennifer Fernanda Salcedo-Quijije
79
environments.
Specific applications
- Tool for improving the
working environment in
educational institutions.
- Promoting peace in the
classroom as a basis for
conflict resolution.
- Rights-based approach.
Lara-Mazón (2024); Barreto-
Fúquene & Suarez-Osorio
(2023); Caballero-Velázquez et
al. (2018); Lozada-Márquez et
al. (2020).
Implementation challenges
- Difficulties in changing from
traditional to assertive
communication styles.
- Limitations in environments
with little training in these skills.
Monar-Merchán & Caballero-
Velázquez (2023); Calua-
Cueva et al. (2021); Solís-
Peralta et al. (2023); Mónica-
Adriana et al. (2024).
Future perspectives
- Longitudinal research on
sustained impacts on
educational quality and school
climate.
- Strengthening
communication in inclusive
contexts.
Peñafiel-Villagómez & García-
Montero (2021); Belmonte &
Estupiñán (2024); Mónica-
Adriana et al. (2024).
Source: Own elaboration.
The analysis developed from table 1 confirms that assertive communication plays a central role
in improving educational quality and school climate. As Asanza-Capa (2020) and Quiñonez-
Fuentes & Moyano-Arcos (2019) point out, this communicative vision transcends the simple
transmission of information to become a strategic resource that strengthens relationships
between teachers and students, promoting educational environments that are more inclusive,
respectful and conducive to meaningful learning.
As for the implementation of pedagogical strategies based on assertive communication, as
indicated by Vera-Cedeño & Caballero-Vera (2022) and Flores (2024), it has proven effective in
transforming the classroom into a space where skills such as empathy, respect and conflict
resolution are developed in a comprehensive manner. These results benefit both students'
academic performance and their emotional well-being, contributing to harmonious school
coexistence, as suggested by Delgado-Togra et al. (2023) and Vera-Mendoza & Flores-Vélez
(2024).
However, challenges associated with this approach, such as resistance to change in traditional
practices and limited training in assertive skills, are highlighted by Monar-Merchán & Caballero-
Velázquez (2023), Solís-Peralta et al. (2023). These challenges underline the need to
systematically integrate assertive communication into teacher education programmes, allowing
respect and clarity to be fundamental elements in educational interaction.
In terms of the future, authors such as Peñafiel-Villagómez & García-Montero (2021) and
Belmonte & Estupiñán (2024) suggest the importance of developing longitudinal research to
evaluate the sustained impact of these practices in different educational contexts. Furthermore,
addressing their implementation in multicultural settings, as indicated by Lahoz-i-Ubach (2021)
and Carrión-Huarancca et al. (2023), could generate more robust and adaptable guidelines.
After selecting the references that presented empirical results (see table 2), we proceeded to
generate a contrast of results to find out the incidence and contribution in the study population
in three neuralgic categories, with the intention of complementing the results in compliance with
the research objective of the current article, and this was left for consideration:
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(4), 76-84, 2024
El impacto de la comunicación asertiva en la calidad educativa y el clima escolar
The impact of assertive communication on educational quality and school climate
Mónica Marcela Heredia-Villamarín
Angela Lucía Silva-García
Gina Piedad Vera-Cevallos
Jennifer Fernanda Salcedo-Quijije
80
Table 2. Characterisation of empirical references.
REFERENCE
CONTEXT OF STUDY
METHODOLOGY
RESULTS
Asanza-Capa, N. B.
(2020)
Educational institution, focus
on educational management
Descriptive
Improvements in
pedagogical leadership
and conflict resolution
Barrera-Andrade, P. A.,
Espinosa-Cevallos, P.
A., & Chamorro-
Benavides, N. C. (2023)
Children from 0 to 5 years old,
development of
communication skills
Descriptive
Advances in verbal and
emotional expression
Carrión-Huarancca, Y.,
Toledo-Purguaya, R. J.,
Ibarra-Cabello, A. E., &
Agustín Padilla-
Caballero, J. E. (2023)
Bilingual children, learning
and interaction
Descriptive
Increased interaction
and understanding in
the classroom
Juraz-Rolón, Nicolás
Eduardo, Del-Cid-
García, Carlos Javier, &
Henríquez-Ritchie,
Patricio Sebastián
(2023).
Secondary school students,
perception of school climate
Correlational
Improved social
interaction and positive
perception of the school
climate.
Lozada-Márquez, A. del
R., Figueroa-Cruz, M.,
Plúas-Salazar, R., &
Ron-Vargas, M. (2020)
Baccalaureate students,
inclusive and participatory
learning
Descriptive
Fostering an inclusive
and participatory
environment
Peñafiel-Villagómez, D.,
& García-Montero, G.
(2021)
Technical college, educational
management and organisation
Descriptive
Improvements in school
organisation and
teacher job satisfaction
Vera-Mendoza, F., &
Flores-Vélez, A. R.
(2024)
Fiscal educational unit, school
coexistence
Descriptive
Strengthening
coexistence and
relations between
teachers and students
Source: Own elaboration.
In consideration of the highlights in table 2, it is developed:
Impact on learning
Assertive communication emerges as a transformative pedagogical practice that has a
significant impact on the quality of learning, consolidating itself as a means to enhance the
communicative and social skills of students. In this order, Barrera-Andrade, Espinosa-Cevallos
& Chamorro-Benavides (2023) demonstrated that, in children aged 0 to 5 years, the
implementation of a model based on assertive communication contributed to an integral
development, evidenced in tangible improvements in verbal expression and emotional
management. In a complementary way, Carrión-Huarancca et al. 2023) documented that
bilingual students, through these strategies, achieved significant progress in social and
academic interaction, which strengthened collaborative learning in contexts of linguistic and
cultural diversity. At a more advanced educational level, Lozada-Márquez et al. (2020) found
that assertive practices in high school fostered inclusive and participatory learning, based on a
rights-based approach. It is highlighted that assertive communication not only improves specific
skills, but also reconfigures pedagogical dynamics towards a more equitable and humanising
model.
School climate
The impact of assertive communication transcends the classroom to structurally influence the
school climate, becoming an axis that promotes harmonious coexistence and reduces conflict.
In this sense, Juraz-Rolón et al. (2023) highlighted how social interactions were strengthened at
secondary level, generating an atmosphere of respect and collaboration among students.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(4), 76-84, 2024
El impacto de la comunicación asertiva en la calidad educativa y el clima escolar
The impact of assertive communication on educational quality and school climate
Mónica Marcela Heredia-Villamarín
Angela Lucía Silva-García
Gina Piedad Vera-Cevallos
Jennifer Fernanda Salcedo-Quijije
81
Consistently, Vera-Mendoza & Flores-Vélez (2024) identified that assertive communication
acted as a protective factor in the school context, facilitating empathetic and respectful
interpersonal relationships, essential for institutional cohesion. Likewise, Peñafiel-Villagómez &
García-Montero (2021) documented that assertive practices not only improved students'
perceptions, but also increased teachers' job satisfaction, a critical element for the sustainability
of a favourable institutional climate. In summary, these studies converge on the importance of
integrating assertive communication as an integral strategy that favours both the well-being of
educational actors and the quality of the school environment.
Education management
In the field of educational management, assertive communication is positioned as an
indispensable tool for school governance, facilitating leadership, coordination and decision-
making processes. Asanza-Capa (2020) highlighted that the use of assertive communication
strategies by teachers significantly improved their ability to manage complex situations,
increasing efficiency and cohesion in institutional dynamics. Complementarily, Peñafiel-
Villagómez & García-Montero (2021) argued that assertive communication optimised school
organisation by promoting effective interaction between educational actors, which resulted in
improved internal processes and conflict resolution. These results reaffirm that educational
management based on assertive communication not only contributes to a more efficient
administration, but also fosters an organisational climate that enhances the integral
development of students and teachers. In this sense, the ability to express ideas clearly, set
limits and listen actively becomes a central element of pedagogical and administrative practice.
CONCLUSION
The impact of assertive communication on school management is manifested in greater
efficiency in organisational and pedagogical processes, strengthening institutional leadership
and improving conflict resolution. Its application allows for clearer coordination between the
different educational actors, favouring cohesion and teamwork. It also contributes to the creation
of a positive work climate that increases teacher satisfaction and promotes harmonious
coexistence. This consolidates assertive communication as a key element for efficient
educational management, aimed at promoting the integral development of the entire school
community and guaranteeing quality in educational processes.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with persons or institutions involved in research.
ACKNOWLEDGEMENTS
To all those involved in the research.
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Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(4), 76-84, 2024
El impacto de la comunicación asertiva en la calidad educativa y el clima escolar
The impact of assertive communication on educational quality and school climate
Mónica Marcela Heredia-Villamarín
Angela Lucía Silva-García
Gina Piedad Vera-Cevallos
Jennifer Fernanda Salcedo-Quijije
82
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Multidisciplinary Journal Investigative Perspectives
Vol. 4(4), 76-84, 2024
El impacto de la comunicación asertiva en la calidad educativa y el clima escolar
The impact of assertive communication on educational quality and school climate
Mónica Marcela Heredia-Villamarín
Angela Lucía Silva-García
Gina Piedad Vera-Cevallos
Jennifer Fernanda Salcedo-Quijije
83
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