motional intelligence and teaching performance of the foreign language professional career of a public university of southern Peru
DOI:
https://doi.org/10.31637/epsir-2025-2401Keywords:
University professors, teaching performance, mental health, stress, emotional intelligence, students, Peru, trainingAbstract
Introduction: University professors are central agents in the transmission of knowledge and the development of critical competencies in students, adapting to the needs of a constantly changing world. Despite this, the academic field is not exempt from tensions and emotional demands that affect both professors and students. Objective: This research aims to determine the relationship between emotional intelligence and teaching performance in the Foreign Language professional program at a public university in southern Peru. Methodology: A quantitative approach with a non-experimental, cross-sectional correlational design was used. The population consisted of 700 students and 200 professors, from which a sample of 160 undergraduate students and 12 professors was selected using stratified probability sampling, with a 95% confidence level and a 5% margin of error. Two instruments were applied: one to measure emotional intelligence based on the Bar-On model and another to evaluate teaching performance. Results: The results revealed a significant relationship between emotional intelligence and teacher performance (r=0.851), suggesting that teachers with higher emotional intelligence tend to perform better. Conclusions: These findings highlight the importance of incorporating the development of emotional competencies into the training and professional development of university professors.
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Copyright (c) 2025 Vanessa Del Carmen Fuenzalida Vargas, Kevin Mario Laura De La Cruz , Rossana Valdez Copaja, Pilar Valeria Zapana Aguilar
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