Valoración Del Programa De Educación Emocional Para Docentes (Mademo)

Schoeps, Konstanze; Zegarra, Silvia Postigo; Mónaco, Estefanía; González, Remedios; Castilla, Inmaculada Montoya

doi:10.25115/kasp.v1i4.4380

Cited by 7 publications

(49 citation statements)

References 30 publications

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“…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.…”

Section: Discussionsupporting

confidence: 90%

“…The emotional intelligence of teachers must be addressed through the implementation of emotional education programs that take into account the sociodemographic and career variables of the participants. [ 23 , 24 , 43 ].…”

Section: Discussionmentioning

confidence: 99%

“…Teaching is one of the professions that involves the greatest emotional charge [ 43 , 44 ]. Teaching staff engage in intense personal interactions with students, parents, and workmates [ 45 , 46 , 47 ], and are subject to excessive workloads and demands.…”

Section: Introductionmentioning

confidence: 99%

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

Arteaga-Cedeño

Martín

Antón

et al. 2022

IJERPH

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Emotional intelligence is the key to students’ psychological-social well-being and academic performance, and teachers must provide socioemotional education in the classroom. To achieve this, teachers must display high levels of socioemotional skills that ensure their own personal, social, and career well-being and, as a result, that of their students. This study seeks to gain an insight into the levels of socioemotional skills of emotional perception, emotional understanding, and emotional regulation and how these are linked to the sociodemographic and career profile of teachers in infant and primary education. For this, we surveyed 351 teachers—310 female and 41 male—aged between 20 and 69. We used the Trait Meta-Mood Scale-24 (TMMS-24) together with a questionnaire (ad hoc) to determine the sociodemographic and career profile of participating teachers. Statistical analysis of the data showed that gender impacts on emotional regulation and emotional perception, while age and number of the children were also seen to have significant difference on emotional regulation and emotional perception. In contrast, professional qualifications were only seen to affect emotional perception. The variable reflecting the level at which staff teach showed significant difference on emotional perception and emotional understanding, while administrative posts held by teachers also demonstrated significant difference on their emotional understanding. The results confirm that sociodemographic and work-related variables impact the level of socioemotional skills of infant and primary education teachers. These aspects should be taken into account in the structure and planning of training aimed at developing socioemotional skills in order to ensure their success.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

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

Arteaga-Cedeño

Martín

Antón

et al. 2022

IJERPH

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“…Emotional intelligence is the ability to perceive, use, express and regulate one’s own emotions as well as those of others by processing emotional information [ 2 ]. Offering education in emotions is a strategy which the education system aims to implement in order to achieve the general well-being of both students and teachers alike [ 3 , 4 ]. International organisations underpin the key role played by emotional intelligence.…”

Section: Introductionmentioning

confidence: 99%

“…Implementing emotional education should form part of teachers’ psycho-educational training so that they can address their own emotions and then provide emotion-related education to their students [ 7 , 15 ]. The few programmes that have been geared towards teachers have shown that educators who display high levels of emotional intelligence are able to respond to the demands of their profession and to apply strategies which counter the emotional distress they experience during their careers [ 4 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

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

Martín

Arteaga-Cedeño

Antón

et al. 2022

IJERPH

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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.

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La Inteligencia Emocional Fortalece el Perfil Competencial del Profesorado Estratégico

Arteaga-Cedeño,

Carbonero-Martín,

Martín-Antón

et al. 2024

Rev. Psicol. Educ

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Educación emocional Inteligencia emocionalPerfil competencial Proceso de enseñanza aprendizaje Profesorado estratégico RESUMENAntecedentes: La educación emocional es una estrategia de orientación psicopedagógica. Esta formación permite el desarrollo de la inteligencia emocional, fortalece competencias necesarias para un profesor estratégico y garantiza un proceso de enseñanza-aprendizaje que dinamiza el desarrollo integral y el bienestar general de alumnos y profesores. Objetivos: conocer el nivel de inteligencia emocional del profesorado de educación primaria, y comprobar la existencia de correlaciones estadísticamente significativas entre los factores de la inteligencia emocional y las competencias del profesorado estratégico. Método: se realizó un estudio transversal explicativo, se llevó a cabo un muestreo no probabilístico n = 205 profesores de educación primaria de Ecuador. Se aplicaron los instrumentos de Trait Meta-Mood Scale-24 y la Escala de Evaluación de la Competencia Auto-percibida del Docente de Educación Primaria. Resultados: La inteligencia emocional correlaciona significativamente con las competencias del profesorado estratégico, lo que permite intuir que, la educación emocional del profesorado tiene una repercusión directa en el proceso de enseñanzaaprendizaje, en el desarrollo integral de los alumnos y en los agentes del sistema educativo. Conclusión: Las habilidades de la inteligencia emocional (percepción, comprensión y regulación) se deben fortalecer de manera independiente, para ello, se deben utilizar estrategias y recursos que garanticen su efectivo desarrollo.

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Valoración Del Programa De Educación Emocional Para Docentes (Mademo)

Cited by 7 publications

References 30 publications

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

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

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

La Inteligencia Emocional Fortalece el Perfil Competencial del Profesorado Estratégico

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