La relevancia de las emociones en la enseñanza es ahora un aspecto ampliamente estudiado, aunque se está deliberando sobre la forma en que los docentes pueden identificar, regular y controlar sus emociones, el estudio propone cómo se puede incorporar la inteligencia emocional en la enseñanza mediante las competencias para lograr un mejor desempeño docente. Se utilizó la técnica de la encuesta recopilando datos de 244 docentes universitarios a través de un cuestionario mediante el muestreo aleatorio simple. Los datos se han analizado mediante el modelado de ruta utilizando el enfoque de mínimos cuadrados parciales (PLS) del modelo de ecuaciones estructurales SEM con el software SmartPLS 3.3.0, los hallazgos revelaron que el modelo tiene un impacto significativo en el desempeño docente, los coeficientes de determinación fueron; habilidades del docente (r2=0.703) actitud del docente (r2=0.661), conocimientos del docente (r2=0.648) y para el desempeño del docente (r2=0.733). con un error cuadrático medio de aproximación (SRMR) de 0.056 que hace relevante el modelo confirmatorio. Por lo tanto, se demostró estadísticamente que la inteligencia emocional tiene un fuerte impacto en las competencias de los docentes, lo que a su vez contribuye en el desempeño del docente universitario.
The relevance of emotions in teaching is now a widely studied aspect, although the way in which teachers can carry out, regulate and control their emotions is being discussed, the study proposes how emotional intelligence can be incorporated into teaching through the competences to achieve better teaching performance. The survey technique was used, collecting data from 244 university teachers through a questionnaire using simple random sampling. The data has been analyzed using partial least squares path modeling (PLS), approach of the SEM structural equation model with the SmartPLS 3.3.0 software, the findings revealed that the model has a significant impact on teaching performance, the determination coefficients were; teacher skills (r2 = 0.703) teacher attitude (r2 = 0.661), teacher knowledge (r2 = 0.648) and for teacher performance (r2 = 0.733). with a root mean square error of approximation (SRMR) of 0.056 that makes the confirmatory model relevant. Therefore, it was statistically demonstrated that emotional intelligence has a strong impact on teachers' competences, which in turn contributes to the professor performance.
Supply chain management (SCM) practices have become strategic resources and capabilities for enhancing both competitive advantage logistic performance (ORGPER). However, it is not clear how SC Practices influence logistic performance in the agribusiness context. However, the mechanism of SCMPs effects is not yet understood since extant literature has produced mixed results. Hence, this study sought to test the impact of mediation of the competitive advantage of relations between SCMP and Reperform the point of view of Kenya's dairy supply chain. The study examined four estimates that were tested using partial minimum square structural equation modeling (PLS-SAME) techniques to work out the purpose of the study. Across-departmental survey design has been used to collect preliminary data from109 dairy cooperatives in thirteen major dairy producing counties in Kenya. The results reveal that SCM practice has a positive and significant effect on CA(P=0.730) and ORGPER (P=0.237). In addition, THERE is a positive, statistically significant effect on THECAORGPER (P=0.522). Further results show that CA mediates the relationship between SCMP and ORGPER. Consequently, the study concludes that SCMPs first generate CA, which in turn enhances ORGPER in a logistic sense. Theoretically, the study provides insights on the resource-based view theory as well as a conceptual framework for its validation. Similarly, the study informs managers and policymakers in knowing specific SCMPs to focus on to enhance CA and ORGPER of the dairy cooperatives in Kenya.
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