Competencias sociales y emocionales del profesorado de Educación Infantil y su relación con la gestión del clima de aula

Models on Teaching Effectiveness in Current Scientific Literature

“…However, it can be noted that in the models derived from empirical research, interpersonal factors and the generation of expectations in students are particularly relevant [18,20,24], while in the models derived from the review of scientific literature, the cognitive and personality characteristics of teachers are particularly significant [37,41,42]. For their part, the models based on the value-added method emphasize the traits that define effective teachers [47,48], whereas ethnographic approaches focus on the classroom climate and school failure [50,52,55]. Finally, comparisons of educational systems highlight the initial training and professional development of teachers [70,72].…”

“…Secondly, the teacher's management of classroom tasks and climate has great relevance to teaching effectiveness. According to Korpershoek et al [39] or Barrientos et al [55], notable differences in teaching effectiveness can be observed, depending on whether the management of classroom tasks and climate is optimal or not.…”

“…At this point, we should not forget the relevance of self-regulation and focus factors, such as the teacher's commitment to her or his own professional work [30], or their selfreflection on their own work [23,55]. Indeed, committed, and focused teachers are usually more effective in their daily tasks [47,48].…”

“…Mantzicopoulos et al [54] suggested that "highly structured classroom environments may not support students' engagement and interest in science, at least in kindergarten" (p. 227). Barrientos, Pericacho, and Sánchez-Cabrero [55], on the other hand, obtained contrasting results, focusing their study on a positive classroom environment as an essential requirement to generate highly efficient teaching. They concluded in their ethnographic approach that teachers' self-perception of emotional intelligence correlates with a positive classroom climate that generates greater effectiveness.…”

“…They concluded in their ethnographic approach that teachers' self-perception of emotional intelligence correlates with a positive classroom climate that generates greater effectiveness. Nonetheless, they also stated that other factors were linked to greater effectiveness and a better classroom climate, such as a low student ratio or higher private funding for the center [55,56].…”