La inteligencia emocional del docente como predictor de la gestión del aula y de la eficacia de la disciplina

  1. Valente, Sabina 1
  2. A. Lourenço, Abílio 2
  3. S. Almeida, Leandro 3
  4. Sainz-Gómez, Marta 4
  5. Amaro, Pedro 5
  1. 1 Instituto Politécnico de Portalegre, Escola Superior de Educação e Ciências Sociais, Departamento de Educação e Formação, Portalegre, Portugal; Centro de Investigação em Educação e Psicologia; Universidade de Évora, Évora, Portugal; VALORIZA - Centro de Investigação para a Valorização de Recursos Endógenos, Portalegre, Portugal
  2. 2 Universidade do Minho, , Braga, Portugal
  3. 3 Centro de Investigação em Educação, Universidade do Minho, Braga, Portugal
  4. 4 Departamento Psicología Evolutiva y de la Educación, Faculdad de Educación, Universidad de Murcia, Murcia, España
  5. 5 Instituto Politécnico de Portalegre, Escola Superior de Saúde, Departamento de Ciências e Tecnologias da Saúde, Portalegre, Portugal; Comprehensive Health Research Centre, Universidade de Évora, Évora, Portugal; VALORIZA - Centro de Investigação para a Valorização de Recursos Endógenos, Portalegre, Portugal
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Zeitschrift:
Revista Argentina de Ciencias del Comportamiento ( RACC )

ISSN: 1852-4206

Datum der Publikation: 2024

Titel der Ausgabe: Revista Argentina de Ciencias del Comportamiento

Ausgabe: 16

Nummer: 3

Seiten: 96-106

Art: Artikel

DOI: 10.32348/1852.4206.V16.N3.42311 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: Revista Argentina de Ciencias del Comportamiento ( RACC )

Zusammenfassung

Research indicates that personal resources, such as emotional intelligence, play an important role in a teacher’s job performance. However, the relationship between emotional intelligence and classroom management/discipline efficacy has been much less studied. Thus, the main objective of this study was to analyze how teachers’ emotional intelligence influences their classroom management and discipline efficacy. A total of 772 teachers from Portuguese schools participated, completing measures of emotional intelligence and efficacy for classroom management and discipline. The results indicated, through the statistical technique of structural equation modeling, a positive association between teachers’ emotional intelligence and their efficacy for classroom management y discipline. Concluding on the need to implement a study plan that includes emotional intelligence in the initial and continuing teachers’ training.

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Fuente de los datos: Dialnet