Emociones, afectos, optimismo y satisfacción vital en la formación inicial del profesorado

Abstract

Resumen:Las emociones, los afectos, el optimismo y la satisfacción son aspectos relevantes en los futuros docentes. Los objetivos del estudio son conocer las puntuaciones de inteligencia emocional, afectos, optimismo-pesimismo disposicional y satisfacción vital de los sujetos de la muestra; analizar si existe relación entre las variables consideradas; y comprobar la existencia de diferencias significativas en las mismas en función de las variables sociodemográficas contempladas (género, edad y titulación). La muestra está compuesta de 324 estudiantes de los grados de Educación Primaria y Educación Infantil de la Universidad de Jaén (España). Los instrumentos empleados han sido el TMMS-24, PANASN, SWLS y LOT-R. Los resultados informan de diferencias significativas (p<.05) en función del género a favor de los hombres en regulación emocional y en pesimismo, y a favor de las mujeres en la afectividad negativa y satisfacción con la vida. Hay significatividad en las diferencias entre algunos grupos de edad en las variables contempladas. Por último, encontramos diferencias significativas en compresión y regulación emocional a favor de los estudiantes de Educación Primaria y en afectos negativos a favor de Educación Infantil. Abstract:Emotions, affections, optimism and satisfaction are relevant aspects of future teachers. The objectives of the study are to know the intelligence, affectivity, dispositional optimism-pessimism scores of the test subjects; to analyse whether there is a relationship among the variables under consideration; and to verify the existence of significant differences between them according to the social and demographic variables considered (gender, age and academic qualification). The study consists of 324 students of the degrees in Primary Education and in Early Childhood Education of the University of Jaen (Spain). The survey instruments used have been the TMMS-24, PANASN, SWLS and LOT-R. The results show significant differences (p<.05) based on gender favouring men in emotional regulation and pessimism and favouring women in negative affectivity and life satisfaction. There are considerable disparities among some age groups in the variables contemplated. Finally, important differences can be found in emotional regulation and understanding favouring the students of Primary Education and in negative affections in favour of Early Childhood Education students.

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.…”

“…As regards the impact of the teachers’ socio-demographic profile on emotional intelligence, we noted that gender has a significant difference on two of the factors that make up emotional intelligence. Women tend to display greater levels of emotional perception, whereas men achieve higher levels in emotional regulation, with a number of studies supporting our results [ 7 , 31 , 59 , 60 , 64 , 76 ]. Other studies have underpinned how gender impacts other factors, such as Suárez and Martín [ 2 ], who maintained that women exhibit better levels in emotional understanding and regulation.…”

“…As a result, moderate levels of emotional perception should also be sought since this factor can foster aspects of adaptation in which teachers are able to evaluate events and respond appropriately and correctly to them. It is also essential to develop adaptive aspects in order to avoid situations in which teachers understand what they are feeling, yet respond inappropriately [ 1 , 21 , 31 ].…”

“…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 ].…”

“…One study highlights that women display higher levels in socioemotional skills [ 9 ], whereas another study shows that it is men who achieve higher levels [ 58 ]. Women show greater levels in understanding and emotional regulation [ 2 ], while men tend to score higher in emotional regulation [ 31 , 59 , 60 ]. Other studies posit that there are no significant differences between gender and socioemotional skills [ 26 , 61 ].…”