Competencias emocionales de futuros docentes de Educación Secundaria Obligatoria

Resumo

The present work is composed of two directly related general objectives. On the one hand, to identify the level of trait emotional intelligence (EI) and empathy manifested by the students of the Master of teacher training at the University of Murcia, which are grouped into four branches of knowledge (arts and humanities, sciences, health sciences, and social and legal sciences). And on the other, to investigate the trait EI profile and the experience in achievement emotions of these same university students of the Master's Degree in Teacher Training at the University of Murcia. Methodology. The paper is structured in two distinct parts, one theoretical and the other empirical. In the first part, a review of the scientific literature related to the variables that are the object of study of this research: trait EI, Empathy and Achievement Emotions. In the second part, we found the empirical part of the work, composed of two studies. The empirical part consisted of data collection based on self-report questionnaires of the participating samples, in this case future teachers of Secondary Education (Study 1, n=329; Study 2, n=266) and a subsequent analysis of the data obtained according to the objectives set. Finally, some conclusions are presented together with the limitations of the work and possible future lines of research. Results. The results show that there are differences in the emotional and empathic profiles of future teachers, as well as in the achievement emotions they present, depending on their sex, age or the branch of professional specialty to which they belong. Likewise, it was observed that the importance given to emotional formation varies according to whether the sample presents high or low trait EI. It is women who present more emotionally competent profiles in terms of affective empathy, and men who seem to excel in the perception of Self-regulating and Self-controlling their emotions better. It was also women who obtained higher scores in most achievement emotions, both of positive hedonic tone (pleasant or positive) and of negative hedonic tone (unpleasant or negative). It was observed that, in Emotions such as Anger or Hopelessness in front of classes, the results were similar. If we refer to the branch of knowledge, it is the students of health sciences who show higher scores in empathic facets, essentially affective. And those in the social and legal sciences were the most prepared to face stressful situations and manage their emotions. Health sciences students scored high in pleasant achievement emotions (Enjoyment and Pride) but also in other negative emotions, such as Shame and Boredom. These same students are those who present higher levels of trait EI, presenting higher emotional competencies than the rest. Likewise, students who had not received emotional training had higher scores in pleasant achievement emotions (Hope, Enjoyment and Pride) and in global trait EI, as well as in Emotionality, Sociability and Self-motivation. Unexpected data could indicate that, despite the lack of information on emotional intelligence, they have a tendency to experience positive emotions when it comes to academic situations, as well as showing a high level of emotional sensitivity, ease in relationships with others and intrinsic motivation capacity. And students who had high trait EI scored higher on pleasant achievement emotions and on global trait EI, and all other trait EI factors. Conclusions. The conclusions focus on the need to work on emotional education and training in higher academic contexts, such as university studies. It is also worth highlighting the existing deficiencies in this area, given that teachers face educational processes with little or no emotional training. Our results show that future teachers with more competent emotional profiles manage emotions better, are more empathetic and have a greater state of well-being.