Comparative study of emotional intelligence in elementary, middle, and high school teachers in a mexican sample to identify training needs
Abstract
To identify the emotional intelligence (EI) of elementary, middle, and high school teachers in Mexico, a pilot study was conducted to assess the training needs of each group and determine which educational level presents deficiencies in terms of emotional management and socio-emotional skills, since in recent years a certain lack of motivation, a significant decrease and a clear drop in educational performance and a considerable increase in anxiety and stress have been perceived (Hernández and Palomera, 2004). Due to this problem, the TMMS-24 scale, a reduced version, was applied to 185 elementary, middle, and high school teachers to determine the emotional intelligence of each one of them. The results indicate that teachers struggle with repairing, regulating, understanding, and managing emotions. Likewise, it was observed that they are rarely able to manage, observe and distinguish emotions accurately, and then modify and evaluate them. Finally, 74.60% of women perceive themselves as inattentive to feelings and lack an adequate capacity to grasp and identify their own and other people’s emotions. With this information, it was possible to conclude that it is necessary to develop initial psychoeducational programs to provide specific initial training, particularly for the development of emotional intelligence skills, mainly with basic and higher education teachers, focusing on topics such as theoretical knowledge for the adequate management of emotions, self-regulation, and emotional repair. This study was able to provide relevant information on the management of teachers’ emotions and emotional intelligence.
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References
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