La Diversidad familiar desde la perspectiva de los docentes en enjercicio de educación infantil y primaria en la provincia de Granada

Social changes, such as the incorporation of women into the labour market or the emergence of new forms of affective relationships, have led to new family structures that depart from the traditional model. However, previous research shows that when these new families access the education system, they encounter a school primarily designed for traditional families. In this context, teacher education plays a key role, as teachers are responsible for addressing the diversity present in their classrooms. Nevertheless, their prior conceptions may act as a barrier to the treatment of non-conventional families. The present study had the following objectives: a) to analyse which family structures are recognised by in-service teachers; and b) to examine differences in the perception of family diversity according to sociodemographic variables (“gender”, “age”, “religious affiliation”, “sexual orientation”, “educational stage taught”, “marital status”, “political orientation”, “type of university attended”, “years of teaching experience”, and “number of children”). To this end, the “Family Diversity Questionnaire for Teachers” was administered to fifty-two teachers from three early years and primary schools in the province of Granada. The study adopted a quantitative, non-experimental, descriptive, cross-sectional and comparative design. Descriptive and inferential statistics were used (Kolmogorov–Smirnov test, chi-square test, and effect size). The results showed greater recognition of family structures similar to the traditional family. In conclusion, although family models were recognised by the majority of teachers, not all were recognised to the same extent, highlighting the need for specific training on this topic.