La Inteligencia Emocional Marca La Diferencia: El Impacto De Las Habilidades De Inteligencia Emocional Del Profesorado en Las Estrategias De Manejo De Conflictos en El Aula

Valente, Sabina; Lourenço, Abílio Alfonso

doi:10.25115/kasp.v1i4.4249

Cited by 5 publications

(4 citation statements)

References 22 publications

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“…In our study, the three factors that make up the model display a correlation between low and medium. These results are very similar to those published in the research conducted by Valente and Lourenço [ 25 ]. Some studies contend that the greater the emotional understanding the greater the emotional regulation and, therefore, the greater the satisfaction in terms of life and well-being [ 74 ].…”

Section: Discussionsupporting

confidence: 92%

“…The evidence from this study highlights how vital it is to take into account teachers’ sociodemographic and career profile background so as to use such situations as a basis for designing resources based on the characteristics and needs of those teachers who will be given training. From this perspective, we propose that, as suggested by other authors [ 2 , 9 , 25 ], priority should be given to teachers’ personal characteristics (sociodemographic and career profile) when devising educational programs aimed at developing emotional intelligence.…”

Section: Discussionmentioning

confidence: 99%

“…Socioemotional education should be implemented in the classroom by teaching staff themselves, since more effective results are achieved than with programs or activities led by non-academic staff [ 15 , 16 , 17 ]. Teaching staff should therefore be the first to receive socioemotional education [ 18 , 19 , 20 , 21 ], since this would provide them with an effective model for handling socioemotional skills when they are with their students [ 22 , 23 , 24 , 25 ].…”

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: 92%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Arteaga-Cedeño

Martín

Antón

et al. 2022

IJERPH

View full text Add to dashboard Cite

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“…Yet, a significant issue in the existing literature is that the segmented approach to understanding the interplay and collective impact of these factors on teaching effectiveness within Zhejiang is notably absent. While individual studies have explored the roles of self-efficacy (teachers' confidence in their capability to handle classroom situations) and emotional competence (the ability to perceive, understand, regulate, and express emotions), there is a gap in integrative research examining their joint effect on pedagogical success [19,21,22].…”

Section: Introductionmentioning

confidence: 99%

Preschool Teachers’ Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China

Ye,

Ahmad,

Burhanuddin

et al. 2024

Behavioral Sciences

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This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers’ performance. Drawing on Bandura’s Theory of Self-Efficacy, Goleman’s Emotional Intelligence Theory, and Bronfenbrenner’s Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers’ performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education.

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Incidence of Factors in Teaching Actions to Manage Antisocial Cyberbehaviour

Guillén-Gámez,

Colomo-Magaña,

Doddanavar

et al. 2024

TechTrends

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With the proliferation of information and communication technologies (ICT), antisocial cyber-behavior has emerged, where teachers have a crucial role in the prevention and management of this behavior, focusing on developing actions that promote emotional and civic competences in students, where the skills and beliefs of the teacher are also a key piece. The purpose of this study was to develop an instrument to analyze the impact of these factors on teachers' actions to manage students' antisocial cyber-behaviors. A higher-order causal model was proposed following the partial least squares (PLS) method. The study was conducted with a sample of 835 active teachers from different educational stages from Spain, who taught in the following educational stages: Early Childhood Education, Primary Education, Secondary Education, Adult Education and Vocational Training. The main finding indicates that teachers' beliefs, coupled with their conflict resolution skills and approaches to fostering civic competencies, significantly influence (accounting for 50.30% of the real variance) their actions in managing cyber social behaviors. The study further reveals a connection between teachers' actions to enhance emotional and citizenship skills in students and their proficiency in conflict resolution. Consequently, the study underscores the importance of teachers possessing effective conflict resolution skills. These findings hold practical implications for education, as the developed causal model provides a deeper understanding of the factors influencing teachers' actions, facilitating targeted interventions in specific areas.

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La Inteligencia Emocional Marca La Diferencia: El Impacto De Las Habilidades De Inteligencia Emocional Del Profesorado en Las Estrategias De Manejo De Conflictos en El Aula

Cited by 5 publications

References 22 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

Preschool Teachers’ Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China

Incidence of Factors in Teaching Actions to Manage Antisocial Cyberbehaviour

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