Competencia emocional en docentes de Infantil y Primaria y estudiantes universitarios de los Grados de Educación Infantil y Primaria

Abstract

El estudio, descriptivo-correlacional, evalúa la competencia emocional de docentes de Infantil y Primaria y de estudiantes universitarios de los Grados de Educación Infantil y Primaria. Se contó con una submuestra de 92 docentes y otra de 290 estudiantes. La competencia emocional se defi nió operacionalmente a partir de dos indicadores: meta- estados de ánimo y empatía cognitiva-afectiva. Los resultados revelan que el nivel de desarrollo en la mayoría de los componentes de la competencia emocional estudiados son superiores en quienes tienen mayor experiencia (docentes vs. estudiantes) y poseen algún grado de formación emocional, lo que indirectamente avala la modifi cabilidad de la competencia emocional.

The Sociodemographic-Professional Profile and Emotional Intelligence in Infant and Primary Education Teachers

“…The factor displaying the highest levels of emotional intelligence amongst the infant and primary education teachers in our study is emotional regulation, followed by emotional understanding and, finally, emotional perception. These data are similar to those published by Cazalla-Luna and Molero [ 31 ], Domínguez and Nieto [ 7 ] and Schoeps et al [ 43 ], Martínez-Saura et al [ 21 ] found that infant and primary education teachers exhibited high levels of emotional perception, then emotional regulation and, finally, emotional understanding. Suárez and Martín [ 2 ] reported that teachers in higher education obtained more significant levels in emotional understanding, then in emotional regulation and, finally, in emotional perception.…”

“…Socioemotional education should be implemented in the classroom by teaching staff themselves, since more effective results are achieved than with programs or activities led by non-academic staff [ 15 , 16 , 17 ]. Teaching staff should therefore be the first to receive socioemotional education [ 18 , 19 , 20 , 21 ], since this would provide them with an effective model for handling socioemotional skills when they are with their students [ 22 , 23 , 24 , 25 ].…”

“…Developing socioemotional skills contributes significantly towards the overall well-being of teachers [ 26 ], with socioemotional well-being proving key if teachers are to educate effectively [ 19 , 27 ]. Emotionally intelligent teachers enhance their students’ intrapersonal and interpersonal relations [ 7 , 28 ] and motivate them to cope effectively with the conflictive and stressing situations that emerge in schools [ 29 ], in addition to helping students achieve enhanced academic performance [ 21 ]. Given the benefits of socioemotional skills amongst teaching staff and their importance for students, training in socioemotional skills should be deemed a primary objective in both the initial as well as ongoing training of teaching staff [ 30 , 31 ].…”

“…Skills such as emotional perception, emotional understanding, and emotional regulation enable them to use the information afforded by their own emotions in order to improve their thinking in the various spheres of socialization [ 54 , 56 ]. Teachers who are able to develop emotional perception to an intermediate level (paying neither too much nor too little attention to emotions and feelings) have the ability to perceive, value, and express emotions with precision [ 21 ]. Educators who are able to develop emotional understanding display the capacity to comprehend and appreciate the emotional significance of the situations they experience [ 1 ].…”

“…Some findings offer results which show that students in urban areas display higher levels of socioemotional skills compared to students in rural schools [ 67 ]. It has also been reported that the teacher’s specialty (infant and primary) as well as any administrative posts that teachers might have held have no influence on the development of socioemotional skills [ 2 , 21 ].…”