Variables personales y escolares asociadas a la inteligencia emocional adolescente

Alonso, José Domínguez; Campos, Begoña Nieto; Portela-Pino, Iago

doi:10.5944/educxx1.30413

Cited by 2 publications

(14 citation statements)

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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%

“…Emotional intelligence is currently one of the best predictors of success in the academic and professional field [ 6 , 7 , 8 ]. Training in socioemotional skills holds tremendous potential in terms of boosting personal, career, academic, and social well-being amongst teachers [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

“…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 ].…”

Section: Introductionmentioning

confidence: 99%

“…Some studies have explored what impact certain sociodemographic and work variables might have on the development of socioemotional skills amongst teaching staff [ 2 , 7 , 9 ]. Gender and age are two of the sociodemographic variables influencing the development of socioemotional skills that have been explored in various studies.…”

Section: Introductionmentioning

confidence: 99%

“…The geographical area in which teachers work has also been reported to exert an influence on socioemotional skills. Rural areas have been to seen to favour emotional perception and emotional regulation whilst urban areas favour emotional understanding [ 7 ]. Some findings offer results which show that students in urban areas display higher levels of socioemotional skills compared to students in rural schools [ 67 ].…”

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: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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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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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Variables personales y escolares asociadas a la inteligencia emocional adolescente

Cited by 2 publications

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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

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