Cognitive-behavioral intervention program based on assertive communication for UNES teachers

Context: Assertive communication plays a fundamental role in allowing individuals to express their opinions and feelings clearly and respectfully. Objective: To design a cognitive-behavioral intervention program based on assertive communication to improve interpersonal relationships among teachers at the National Experimental Security University, Cojedes Training Center. Methodology: Quantitative approach with a non-experimental field design. The sample consisted of ten teachers selected intentionally, and the Multidimensional Assertiveness Scale was used to collect data on their communication skills. Results: The results revealed that 90% of the teachers have significant difficulties openly expressing their thoughts, desires, and feelings, showing a preference for indirect communication. Additionally, there was a trend towards non-assertiveness, manifested in introversion and difficulties in establishing new relationships. There is an urgent need to implement programs that promote assertive communication, which could significantly improve the educational environment and interpersonal relationships within the institution. Conclusion: The study emphasizes the importance of addressing teachers' communication skills as a critical component for educational and professional success, providing a solid foundation for future research and practical applications in similar educational contexts..