Publication: Competencia emocional en maestros de educación infantil y primaria: fuentes de variabilidad y sugerencias de mejora
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Date
2021
Authors
García Domingo, Begoña
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.450111
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info:eu-repo/semantics/article
Description
Abstract
Dotar a los profesionales de la educación de niveles de Inteligencia Emocional elevados debe
ser objetivo prioritario para las administraciones, ya que ello les permite afrontar con mayor
eficacia la complejidad del actual contexto educativo. Sin embargo, no existen muchas
publicaciones con muestras de maestros españoles en ejercicio, por lo que este trabajo
pretende incrementar el conocimiento relativo a su perfil en Inteligencia Emocional Percibida
(TMMS-24, Salovey y Mayer, 1995) y analizar la influencia que ejercen sobre él algunas
variables. Nuestro objetivo principal es identificar la combinación de factores presente en el
grupo de docentes emocionalmente menos competentes, ayudando con ello a optimizar los
esfuerzos formativos a este respecto. Tras las comparaciones efectuadas en una muestra de
296 maestros de Educación Infantil y Primaria, los resultados sugieren que el perfil peor
dotado emocionalmente parece ser el percibido por los docentes de infantil, de género
femenino, que trabajan en centros públicos, que ejercen como tutores y que tienen más edad
y años de experiencia. La discusión ofrece la interpretación y exposición detallada de estos
resultados en orden a “ajustar” futuras sugerencias de mejora del perfil emocional de
nuestros maestros
Providing education professionals with high levels of Emotional Intelligence should be a priority goal for public administrations since it allows them to deal more effectively with the complex educational contexts in 21st century. Despite this, there aren´t many reports from practising Spanish teachers, so this work aims to increase knowledge about their profile in Perceived Emotional Intelligence (TMMS-24, Salovey and Mayer, 1995), analysing the influence of some factors on it. Our main objective is to identify the combination of factors present in the group of lowest emotional competence to optimise training efforts in this respect. The comparisons carried out on a sample of 296 Early Childhood and Primary Education teachers, point out that the less capable profile appears to be that perceived by the older and more experienced female Early Childhood Education teachers, working in public schools and who act as tutors. A more detailed presentation of these results is offered and interpreted in the discussion to "adjust" future suggestions to improve the emotional profile of our teachers.
Providing education professionals with high levels of Emotional Intelligence should be a priority goal for public administrations since it allows them to deal more effectively with the complex educational contexts in 21st century. Despite this, there aren´t many reports from practising Spanish teachers, so this work aims to increase knowledge about their profile in Perceived Emotional Intelligence (TMMS-24, Salovey and Mayer, 1995), analysing the influence of some factors on it. Our main objective is to identify the combination of factors present in the group of lowest emotional competence to optimise training efforts in this respect. The comparisons carried out on a sample of 296 Early Childhood and Primary Education teachers, point out that the less capable profile appears to be that perceived by the older and more experienced female Early Childhood Education teachers, working in public schools and who act as tutors. A more detailed presentation of these results is offered and interpreted in the discussion to "adjust" future suggestions to improve the emotional profile of our teachers.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, 24(2), 2021
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