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Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

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Resumen. Este artículo es producto de un proyecto de investigación que tuvo como finalidad el comparar el grado de satisfacción laboral del director escolar con el del docente. Se evaluaron diferentes aspectos relacionados a la satisfacción laboral tales como: genero, edad, preparación académica, años de experiencia, deberes, autoridad, recursos, desarrollo profesional y ambiente institucional. El estudio se llevó a cabo en diferentes escuelas secundarias localizadas en el este de Orlando, Florida en los Estados Unidos de América. Una muestra de 293 docentes y 37 directores escolares fue seleccionada para participar en el estudio. La colección de datos fue mediante revisión bibliográfica, cuestionarios y entrevistas. Además, se utilizó la escala Likert para la cuantificación de los resultados. Los hallazgos de esta investigación reflejaron los niveles de satisfacción e insatisfacción existentes en directores escolares y docentes. Los aspectos de mayor importancia fueron la Autoridad, los Recursos, el Desarrollo Profesional y el Ambiente Institucional, ya que se encontró que la falta de comunicación, el pobre liderazgo para la toma de decisiones, el salario y la falta de recursos fueron la causa primordial del descontento e insatisfacción tanto en directores como en docentes. Como resultado del análisis realizado, una serie de recomendaciones fueron planteadas con el propósito de mejorar el desarrollo profesional y ambiente institucional, así como unas condiciones laborales que fomenten un proceso de enseñanza-aprendizaje de calidad. Cabe recalcar, que este estudio servirá para alentar a los miembros de la jerarquía educativa a encontrar medidas que fomenten un ambiente laboral que incite a docentes y directores a sentir una mayor satisfacción con la labor que realizan, para así lograr una educación de excelencia. La satisfacción del personal educativo fomentará un crecimiento en los diferentes aspectos de la educación, ya que la satisfacción laboral juega un papel importantísimo en el desempeño y la productividad de un individuo dentro de una organización.Palabras clave: satisfacción laboral, insatisfacción laboral, docentes, directores, liderazgo. COMPARISON OF JOB SATISFACTION THE SCHOOL DIRECTOR AND TEACHERAbstract. This article is the product of a research project that aimed to compare the degree of job satisfaction of the school principal and the teacher.We evaluated different aspects related to job satisfaction such as: gender, age, academic qualifications, years of experience, duties, authority, resources, professional development, and institutional environment. The study was conducted in different secondary schools located in East Orlando, Florida. A sample of 293 teachers and 37 principals were selected to participate in the study. A sample of 293 teachers and 37 principals were selected to

Information and communication technology is very important both for teacher training and for delivering quality education. Therefore, university graduates must have a level of qualification in digital competencies suitable for their entry into the world of work. The research analyzes various aspects related to the use of technological resources by graduate students who were currently studying for a university master’s degree in compulsory secondary education, and the relationship between their use based on gender and/or age. A descriptive cross-sectional survey is carried out. We use an ad hoc questionnaire that shows acceptable reliability. The results show that graduate students make traditional use of ICT—both for searching for information and using digital resources for teaching. Moreover, differences were found based on gender and age regarding participants’ perception of their digital competence.