Creencias de docentes de secundaria sobre la educación del aprendizaje social y emocional

  1. Martinez Saura, Helena Fuensanta 1
  2. Sánchez-López, María Cristina 1
  3. Cejudo Prado, Manuel Javier 2
  4. Pérez-González, Juan-Carlos 3
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  2. 2 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

  3. 3 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

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Journal:
Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

ISSN: 1577-4147

Year of publication: 2024

Volume: 54

Issue: 1

Pages: 81-115

Type: Article

DOI: 10.30827/PUBLICACIONES.V54I1.27136 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

Abstract

Introduction: Currently, teachers are considered to be the main figures for the implementation of emotional education programmes. In this context, it will be necessary to know the beliefs and ideas of teachers about social and emotional learning education, specifically with respect to the comfort of its implementation, their degree of commitment and the perceived support of their respective schools. Method: In this way, this work is focused on analysing to what extent teachers’ level of trait emotional intelligence (EI) is related to such beliefs and ideas (comfort, commitment and support) that they have regarding the implementation of emotional education. Differences were analyded according to EI level and sex in a sample of 115 Secondary Education teachers. The instruments used were the Trait Emotional Intelligence Questionnaire Short Form” (TEIQueSF) and the Domains of SEL Beliefs Scale (DSBS) by Brackett et al. (2012). Results: The results revealed that teachers show medium-high scores in EI and that there are statistically significant differences in teachers’ beliefs according to gender and EI level. Conclusions: It is concluded that on the one hand, teachers are committed to the importance of teaching social and emotional learning, but they do not receive sufficient support from educational institutions, so their level of trait EI is open to improvement; on the other hand, it is evident that the higher level of EI teachers have, the greater their degree of comfort in imparting this emotional learning. Finally, teachers seem to have a greater sense of support from their centre for imparting socio-emotional learning to students.

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