MULTIDIMENSONAL SELF-CONCEPT OF TEACHERS WHO CARRY OUT POSTGRADUATE STUDIES

Attention was paid to the self-concept of teachers, focused on representation, knowledge, evaluation and professional performance. The objective was to determine the most developed dimensions of teachers' self-concept by relating the evaluations of one graduate program to another. The research was developed in the quantitative paradigm, with a descriptive-transversal, non-experimental design. The Form 5 Self-Concept Questionnaire (AF-5) was applied to measure the multidimensional self-concept to 105 teachers at a teacher training university in northwestern Mexico. As a result, it was found that the academic dimension was the most valued by teachers, while the emotional dimension was the least scored in the conformation of self-concept. It was concluded that all the postgraduate programs placed the academic dimension above the non-academic ones, with significant correlations in all the dimensions of the scale, except for the emotional one.