Student perceptions of teaching practice and school climate in catholic secondary schools in Bolivia

Abstract

Teaching practices and school climate are two central elements in the educational experience of students, especially in Latin American contexts characterized by social inequality and cultural diversity. Specifically, in Bolivia, there are Catholic-inspired institutions that operate under the Socio-Community Productive Educational Model, which is a focus of attention to understand students' perceptions of these elements. However, empirical evidence on this topic is limited. This study examined perceptions of teaching practices and school climate in seven educational units of the Josefina Bálsamo Educational Project in Santa Cruz de la Sierra. A mixed-methods, non-experimental, cross-sectional design was used, employing a structured questionnaire consisting of ten closed-ended items and one open-ended question. In total, 14,611 evaluations were collected from 2,192 students who evaluated 111 teachers. Quantitative analyses included internal reliability tests and non-parametric statistical procedures to examine the dimensions of school climate and teaching practice. The results showed mostly positive evaluations, although with notable differences between institutions. Additionally, students from vulnerable contexts reported slightly more favorable perceptions than those from privileged contexts. Qualitative analysis identified five categories, clarity in teaching, interpersonal treatment, disciplinary management, motivation, and academic support, that aligned with quantitative patterns in group motivation and conflict management. Taken together, this study provides updated empirical evidence on student perceptions within Bolivian Catholic secondary education and highlights the relevance of participatory pedagogical approaches and favorable school climates for educational improvement.