Emotional Intelligence-Based Strategies to Enhance Teachers’ Professional and Emotional Performance
Keywords:
emotional intelligence; teaching/emotional performance; teachers/coaches.Abstract
Emotional intelligence (EI) enables teachers to manage their emotions effectively, make appropriate pedagogical decisions, and establish healthy relationships with their students and colleagues. Therefore, implementing solutions requires assessing their impact using the scientific method. In this regard, the objective of this study was to demonstrate that the development of strategies based on emotional intelligence improves the teaching/emotional performance of educators in an educational/sports institution. This quasi-experimental research, with a quantitative approach, analyzed a representative and sufficient sample (n=70) of teachers. An emotional intelligence-based strategy was implemented in the experimental group (n=39), while the control group continued with traditional teaching practices (n = 31). The internally validated dimensions (Cronbach’s Alpha: 0.856) revealed intragroup homogeneity (p>0.05) in all variables analyzed (Emotional perception, Emotional understanding, Emotional regulation, and Emotional facilitation), whereas only the experimental group showed significant improvements in the post-test (p<0.05), as did intergroup comparisons. The dimensions assessed with the TECS instrument (Emotional perception, Emotional facilitation, Emotional understanding, and Emotional regulation) showed the same pattern as the internally validated questionnaire (Intragroup/homogeneity: p>0.05) and significant intergroup differences favoring the experimental group (p<0.001). The emotional intelligence-based strategy improved teaching/emotional performance, supporting the hypothesis and reinforcing the importance of emotional intelligence as an essential tool for enhancing teachers’ professional performance.
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