Analysis of the Social Profile of Future Teachers in Granada According to Gender, Religion and Family Background

Abstract: Introduction: Social skills are psychological tools that allow people to relate to the rest of the individuals in their environment, which is why they are configured as a fundamental operative instrument of social competence, within the competence profile of the future teacher. Aim: The aim of this study is to analyse the social skills of future teachers at the University of Granada. Methods: For this purpose, in this quantitative study, a descriptive, exploratory and correlational design is used in a sample of 402 students (295 women and 107 men) enrolled in university degrees in Education Sciences. The social skills questionnaire (CHS-A) was used to analyse social skills, which measures three dimensions: assertiveness, by means of six items; conversation, by means of five items; and self-regulation, by means of three items. The questionnaire obtained a reliability index of α=0.712. Results & discussion: The results indicate that men are more assertive and conversational than women. Pedagogy students are more assertive, and Primary Education students are more conversational. Likewise, atheists are more self-regulated and assertive, and Muslims are more conversational. Finally, assertiveness is positively related to self-regulation and negatively related to conversation and is also negatively correlated with self-regulation.