Abstract
The objective of this study was to describe the perceptions of school coexistence in primary and secondary school teachers from establishments in the Ñuble region. The methodology applied was quantitative, descriptive in nature and transectional in nature. The sample was made up of 51 participants to whom an open-response questionnaire was applied in online format under the Google forms platform. Among the results, it was found that school coexistence is understood as a permanent interaction between the various educational agents associated with values such as respect, empathy, active listening, solidarity, responsibility, understanding of emotions and tolerance. There is a tendency to use a socio-emotional approach over others. While, the documented dimensions are related to curricular pedagogy, organizational-administrative, participatory and conflict management. It is essential to implement tools and strategies to promote interpersonal relationships between the various actors of the institution and thus mitigate or correct problems of this nature.
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