CLASSROOM IMAGES: THE SOCIAL REPRESENTATION OF TEACHERS FROM THE PERSPECTIVE OF STUDENTS

Abstract

This article presents the results of a research study that analyzes the social representations that secondary school students construct about their Social Science teachers at the Integrated High School of the University of Nariño, an institution recognized among the 100 best schools in Colombia. The study stems from the need to understand how teachers' gender, physical characteristics, personality, and pedagogical practices influence student perceptions. The objective was to identify and characterize these representations from the student perspective. The research was conducted using a mixed-method approach, with a descriptive and cross-sectional design. Participants were 467 students from grades six to nine, who answered structured questionnaires and drew illustrations about their teachers. The analysis combined descriptive statistics and qualitative content analysis. Among the findings, a gender differentiation in perceptions was evident: female teachers were portrayed in a more critical light, while male teachers were presented as approachable and friendly. Likewise, stereotypes linked to physical appearance, clothing, and personal interests were identified, with no distinction made by socioeconomic status. These results suggest that social representations in the school context are mediated by cultural and gender factors that impact the teacher-student relationship and can influence the classroom climate. It is concluded that recognizing and reflecting on these perceptions can foster more equitable and inclusive teaching practices.