Group Segmentation as a Strategy for Implementing the Intervention Programme in Emotional Education for Infant and Primary Teachers

Abstract

Emotional intelligence is a key social skill for teachers. The teaching profession requires programmes that are geared towards emotional education that will enable teachers to develop emotional intelligence in order to foster their general well-being. The aims of this paper were: firstly, to test the effectiveness of the programme in emotional education implemented through group segmentation based on teachers’ sociodemographic and work profile factors, and secondly, to ascertain whether there were any significant differences in the factors that make up the model of emotional intelligence with regard to the sociodemographic and work variables of teachers in the experimental group in a pre–post analysis study. The design of the research was experimental. The sample was made up of 351 infant and primary education teachers, 190 in the experimental group and 161 in the control group. We used the Trait Meta-Mood Scale-24 together with a questionnaire to define teachers’ sociodemographic and work profiles. Implementing the emotional education programme led to significant differences in the three factors of emotional intelligence (perception, understanding and emotional regulation) depending on the sociodemographic and work profile of the teachers in the experimental group. Applying segmentation allows us to conclude that intervention programmes should be adapted to the sociodemographic and work profile of the participant group. When designing programmes, the method considered should be active, participative, flexible and focused on the teachers’ own experience.

Psychological wellbeing in teachers. Study in teachers of early childhood and primary education

“…However, while in early childhood teachers the association between self-esteem and eudaimonic wellbeing was found to be strong, in primary school teachers’ self-esteem was found to be more closely related to life satisfaction, as noted in previous studies [ 29 , 53 ]. This indicate that the greatest link in the dynamics of emotional wellbeing in teachers is represented by the feeling of subjective happiness and satisfaction with life; in infant teachers the pursuit of eudaimonic wellbeing is related to self-esteem, while in primary school teachers self-esteem is less closely related to eudaimonic wellbeing than to satisfaction with life [ 2 , 39 , 54 ]. Therefore, our study indicates that there is greater understanding of philosophy of life (eudaimonic welfare) in early childhood education teachers; in other words, preschool teachers present greater spiritual and existential understanding than EP teachers [ 11 , 12 , 16 ].…”

“…Despite the relevance of wellbeing in teachers and although education and psychological wellbeing are considered fundamental variables, no research has been found that analyses psychological wellbeing from an educational perspective. In addition, research on psychological wellbeing in teachers is scarce, although recent research suggests that the profile of teachers in Early and Primary Education may be different [ 39 ].…”

La Inteligencia Emocional Fortalece el Perfil Competencial del Profesorado Estratégico

“…A mayor comprensión, mayor percepción, regulación emocional y mejores niveles de competencias instruccionales, comunicativorelacionales y socioemocionales. A mayor regulación, mayor percepción, comprensión emocional y mejores niveles de competencias instruccionales, comunicativo-relacionales y socioemocionales (Carbonero-Martín et al, 2022). De la misma manera a mejores niveles de competencias instruccionales, comunicativo-relacionales y socioemocionales, mejores niveles de percepción, comprensión y regulación emocional (Arteaga-Cedeño, 2023).…”

Relationship between Mediterranean diet, physical activity and emotional intelligence in Spanish undergraduates

“…The instrument integrates three dimensions that measure different aspects of emotional intelligence (emotional attention, emotional clarity, and emotional repair). The TMMS-24 has been used in previous studies (Arteaga-Cedeño et al, 2022;Carbonero-Martín et al, 2022;Redondo-Rodríguez et al, 2023). In this study, emotional intelligence measured as the final score obtained on the TMMS-24 (24-120 points) was used.…”