Profiles of Perceived Emotional Intelligence in Future Preschool Teachers: Implications for Teacher Education

Abstract

Preprimary teachers’ emotional adjustment is important for both personal and professional wellbeing and small students´ development and wellbeing. However, little research has been conducted into emotional intelligence of preprimary teachers, despite their role as “socializers” in early childhood. The Trait Meta-Mood Scale was used to assess levels of perceived emotional intelligence in 418 future preschool teachers and four profiles were identified. Most had adequate levels, but we identified a group of students with inadequate levels of emotional attention. The findings highlight the importance of ensuring that teachers will be helped to develop different components of emotional intelligence during their initial training in college. El equilibrio emocional de los maestro/as de educación Infantil es importante para su bienestar personal y profesional, y para el desarrollo de sus pequeños alumnos pero existe escasa investigación con este grupo, a pesar del importante papel como socializadores en edades tan tempranas. En este studio se usó el TMMS-24 para evaluar la inteligencia emocional percibida de 418 estudiantes universitarios de Educacion Infantil identificándose cuatro tipo de perfiles. Aunque la mayoría obtuvo niveles adecuados, se encontró un grupo con niveles problemáticos en atención emocional. Los resultados insisten en la importancia de ayudar a estos futuros maestros a desarrollar los diferentes elementos de la inteligencia emocional durante la formación inicial universitaria.

Inteligencia emocional en docentes del programa de Administración Ambiental de una institución de educación superior

“…Una investigación realizada a estudiantes de educación infantil muestra que la mayoría de los participantes tienen niveles altos de IE; aunque existe un porcentaje que posee niveles fuera del rango óptimo (Fernández-Molina et al, 2019). Es necesario resaltar que el perfil docente, en términos generales, requiere de habilidades emocionales desarrolladas; por ello, un estudio sugiere promover altos niveles de IE para afrontar los desafíos del trabajo y generar transformaciones organizacionales en las instituciones educativas (Gutiérrez-Cobo et al, 2019).…”

The relationship between trait mindfulness and subjective wellbeing of kindergarten teachers: The sequential mediating role of emotional intelligence and self-efficacy

“…Existing research shows that emotional intelligence can predict an individual psychological and behavioral abilities to a certain extent, so this research finding has been widely in education and psychology ( Mayer et al, 2008 ). In the field of education, especially preschool, as a key stage in the development of children’s core competencies, teachers with high emotional intelligence are required to demonstrate their positive behaviors ( Ciucci et al, 2015 ), thereby developing their emotional competencies and social styles ( Fernández-Molina et al, 2019 ).…”

Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors

“…For example, better academic credentials are associated with higher quality educational practices (Manning et al, 2019), and may in turn be further distinguished by type of academic training (Nasiopoulou et al, 2017), by degree of professional efficiency (Hu et al, 2018), by repertoire of Revista Electrónica de Investigación Educativa, Vol. 23, e21 3 emotional competencies (Fernández et al, 2019) and/or by theoretical preferences in explaining toddler behavior (Mischo et al, 2012). Other studies have identified educators' professional competencies based on the country's educational policies (Oberhuemer, 2015), socio-demographic variables (Unal & Kurt, 2018), characteristics relating to their professional identity (Doğan & Erdiller, 2016) and/or variables of a psychological nature such as the degree of emotional support provided to children (Treviño et al, 2013), attitudes toward early learning (Jeon et al, 2015), and personality traits (Tatalović et al, 2018).…”