Emotional intelligence and performance of university professors in Education careers
DOI:
https://doi.org/10.31637/epsir-2024-1819Keywords:
university teachers, teaching performance, mental health, emotional intelligence, education, quality, educational work, TacnaAbstract
Introduction: There are various possibilities and situations that influence the solution of problems that may arise in the educational-academic approach from the student's perspective. Objective: The objective of this research was to determine the relationship between emotional intelligence and teaching performance in education careers in higher education institutions in the Tacna Region. Methodology: The type of research was basic, non-experimental, with a correlational design. The study population was made up of 700 students and 300 teachers from three different institutions: two universities (one public and one private) and a higher technological institute. The sample size was 300 undergraduate students, selected through stratified probability sampling with a confidence level of 95% and a margin of error of 5%. To collect data on the emotional intelligence variable, a previously validated questionnaire was used, while for the teaching performance variable, a survey was applied to the students. Results: The results obtained show that there is a high significant relationship (0.738) between emotional intelligence and teaching performance, showing that those teachers with greater emotional intelligence tend to have better performance in their educational work. Conclusions: It is concluded that emotional intelligence is an important factor that influences the quality of teaching performance in the university context.
Downloads
References
Abouhasera, S., Abu-Madi, M., Al-Hamdani, M. y Abdallah, A. M. (2023). Exploring Emotional Intelligence and Sociodemographics in Higher Education; the Imperative for Skills and Curriculum Development. Behavioral Sciences, 13(11), 911. https://doi.org/10.3390/bs13110911 DOI: https://doi.org/10.3390/bs13110911
Ahad, R. (2021). Work Attitude, Organizational Commitment and Emotional Intelligence of Malaysian Vocational College Teachers. Journal of Technical Education and Training, 13(1), 15-21. https://lc.cx/9y9K0G DOI: https://doi.org/10.30880/jtet.2021.13.01.002
Bar-On, R. (1997). Desarrollo del BarOn EQ-I: Una medición de la inteligencia emocional y social. En la 105th convención anual de la Asociación Americana de Piscología en Chicago.
Bernal, J., Lauretti, P. y Agreda, M. (2016). Satisfacción académica en estudiantes de la Facultad de Ingeniería de la Universidad del Zulia. Multiciencias, 16(3), 301-309. http://www.redalyc.org/pdf/904/90453464009.pdf
Brasseur, S., Grégoire, J., Bourdu, R. y Mikolajczak, M. (2013). The Profile of Emotional Competence (PEC): Development and Validation of a Self-Reported Measure that Fits Dimensions of Emotional Competence Theory. PLoS One, 8(5). https://doi.org/10.1371/journal.pone.0062635 DOI: https://doi.org/10.1371/journal.pone.0062635
Budler, L. C., Gosak, L., Vrbnjak, D., Pajnkihar, M. y Štiglic, G. (2022). Emotional Intelligence among Nursing Students: Findings from a Longitudinal Study. Healthcare, 10, 2032. https://doi.org/10.3390/healthcare10102032 DOI: https://doi.org/10.3390/healthcare10102032
Cameron-Standerford, A., Menard, K., Edge, C., Bergh, B., Shayter, A., Smith, K. y VandenAvond, L. (2020). The Phenomenon of Moving to Online/Distance Delivery as a Result of covid-19: Exploring Initial Perceptions of Higher Education Faculty at a Rural Midwestern University. Frontiers in Education, 5, 583881. https://doi.org/10.3389/feduc.2020.583881 DOI: https://doi.org/10.3389/feduc.2020.583881
Canchari, Y. (2017). Motivación laboral y desempeño laboral en docentes de la Facultad de Enfermería de la Universidad Nacional de Huancavelica, 2016. [Tesis de Maestría, Universidad Nacional de Huancavelica]. http://repositorio.unh.edu.pe/handle/UNH/1394
Carcausto, F. D. (2016). La inteligencia emocional y la actitud pedagógica de los docentes de la Universidad Nacional Federico Villarreal - 2016 (Tesis doctoral). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.
Casillas-Martín, S., Cabezas-González, M., Ibarra-Saiz, M. S. y Rodríguez-Gómez, G. (2020). El Profesorado Universitario en la Sociedad del Conocimiento: manejo y actitud hacia las TIC. Bordón. Revista de Pedagogía, 72(3), 45-63. https://doi.org/10.13042/Bordon.2020.76746 DOI: https://doi.org/10.13042/Bordon.2020.76746
Castro-Paniagua, W., Chávez-Epiquén, A. y Arévalo-Quijano, J. (2023). Emotional Intelligence: Association With Negative Emotions and job Performance in University Teachers. Revista Electrónica Educare, 27(1), 1-17. https://doi.org/10.15359/ree.27-1.14391 DOI: https://doi.org/10.15359/ree.27-1.14391
ChaaCha, T. D. y Oosthuysen, E. (2023). The functioning of academic employees in a dynamic South African higher education environment. Frontiers in Education, 8, 1016845. https://doi.org/10.3389/feduc.2023.1016845 DOI: https://doi.org/10.3389/feduc.2023.1016845
Contreras, M. y Dextre, G. (2016). Inteligencia emocional y estrés laboral en docentes universitarios de la ciudad de Huancayo (Tesis de licenciatura). Universidad Continental, Huancayo, Perú. https://hdl.handle
Cruz-Barba, E. y Rojo-Zárate, M. (2023). The Role of Teachers in Adolescence: An Interdisciplinary Approach to School Conflict using Game Theory. Revista Electrónica Educare, 27(2), 1-18. https://doi.org/10.15359/ree.27-2.16186 DOI: https://doi.org/10.15359/ree.27-2.16186
Danvila, I. y Sastre, M. (2010). Inteligencia Emocional: una revisión del concepto y líneas de investigación. Cuadernos de Estudios Empresariales, 20, 107-126. https://revistas.ucm.es/index.php/CESE/article/view/38963/37595
Delgado-Gómez, M. S., Gómez-Díaz, M., Gómez-Sánchez, R. y Reche-García, C. (2019). Relationship between Emotional Intelligence and Psychopathological Risk in University Students. Formación Universitaria, 12(3), 39-46. https://dx.doi.org/10.4067/S0718-50062019000300039 DOI: https://doi.org/10.4067/S0718-50062019000300039
Devineau, S., Couvry, C., Féliu, F. y Renard, A. (2018). Working in higher education in France today: A specific challenge for women. International Journal of Higher Education, 7(3), 209-220. https://doi.org/10.5430/ijhe.v7n3p209 DOI: https://doi.org/10.5430/ijhe.v7n3p209
Estrada, M., Monferrer, D., Rodríguez, A. y Moliner, M. Á. (2021). Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development. Sustainability, 13, 1721. https://doi.org/10.3390/su13041721 DOI: https://doi.org/10.3390/su13041721
George, M. y Markwood, M. (2023). The phenotype of pathology residency program directors. Academic Pathology, 10(3), 100085. https://doi.org/10.1016/j.acpath.2023.100085 DOI: https://doi.org/10.1016/j.acpath.2023.100085
Gonzales-Miñán, M., Turpo-Gebera, O., Zavala, R. y Laura de la Cruz, K. (2024). Perspectivas evaluativas del profesorado de Ciencias en instituciones de educación secundaria: un estudio de caso. Práxis Educativa, 19, e22606. https://doi.org/10.5212/praxeduc.v.19.22606.069 DOI: https://doi.org/10.5212/PraxEduc.v.19.22606.069
Gómez, M. (2016). Howard Gardner: Aportes de la investigación psicológica a la educación actual. Revista Didáctica y TIC. Blog de la Comunidad Virtual de Práctica Docentes en Línea, 1(3). http://sedici.unlp.edu.ar/handle/10915/60612
Gutiérrez-Aguilar, O., Turpo-Gebera, O., Chicaña-Huanca, S., Laura-De La Cruz, K., Pérez-Postigo, G., Diaz Zavala, R. y Osorio Ccoya, I. (2024). Digital skills and digital citizenship education: An analysis based on structural equation modeling. Journal of Technology and Science Education, 14(3), 738-755. https://doi.org/10.3926/jotse.2436 DOI: https://doi.org/10.3926/jotse.2436
Hernández, R.; Fernández, C. y Baptista, M. (2014). Metodología de la Investigación (6ta ed.). McGrawHill. http://hdl.handle.net/20.500.12423/2627
Khassawneh, O. (2022). The Relationship between Emotional Intelligence and Educators’ Performance in Higher Education Sector. Behavioral Science, 12, 511. https://doi.org/10.3390/bs12120511 DOI: https://doi.org/10.3390/bs12120511
Leiva, J. y León, M. (2022). La inteligencia emocional y el desempeño del docente, desde la perspectiva de los estudiantes de la Maestría en Docencia Universitaria y Gestión Educativa de una universidad privada de Lima durante el periodo 2021-II [Tesis de Maestría, Universidad Tecnológica del Perú]. Repositorio de la Universidad Tecnológica del Perú. https://repositorio.utp.edu.pe/handle/20.500.12867/5972
León Lucano, J., Chicaña Huanca, S., Turpo-Gebera, O. y Gutiérrez Aguilar, O. (2023). Factores influyentes en el comportamiento hacia la compra y la cocreación del valor de marca. Revista Venezolana de Gerencia, 28(10), 1402-1414. https://doi.org/10.52080/rvgluz.28.e10.32 DOI: https://doi.org/10.52080/rvgluz.28.e10.32
Maidana, A. y Samudio, M. (2018). Inteligencia emocional de docentes de enfermería según aptitud demostrada en su entorno laboral. Medicina Clínica y Social, 2(2), 72-83. https://doi.org/10.52379/mcs.v2i2.54 DOI: https://doi.org/10.52379/mcs.v2i2.54
Martinez, M. (2023). Cultura organizacional y desempeño laboral del personal que labora en la clínica San Marcos - Lima, 2023 [Tesis de Grado, Universidad Privada Norbert Wiener] https://hdl.handle.net/20.500.13053/9322
Martinez-Lorca, M., Criado-Álvarez, J. J., Aguado Romo, R. y Martínez-Lorca, A. (2023). El impacto de la salud mental, la afectividad, la inteligencia emocional, la empatía y las habilidades de afrontamiento en estudiantes de Terapia Ocupacional (The impact of mental health, affectivity, emotional intelligence, empathy and coping skills in Occupational Therapy students). Retos, 50, 113-126. https://doi.org/10.47197/retos.v50.99384 DOI: https://doi.org/10.47197/retos.v50.99384
Mendoza, M. (2022). Motivación laboral y desempeño docente de los profesores de una universidad de Guayaquil, 2022 [Tesis de Maestría, Universidad Cesar Vallejo]. Repositorio de la Universidad Cesar Vallejo. https://repositorio.ucv.edu.pe/handle/20.500.12692/93341
Moncada, P. (2019). Motivación laboral y desempeño laboral en docentes universitarios de una institución educativa privada de Lima Metropolitana [Tesis de Bachillerato, Universidad San Ignacio de Loyola]. https://lc.cx/Fo3VJP
Mouloud K, y Nawal K. (2020). The relationship between social responsibility and job performance among physical education professors. Pedagogy of Physical Culture and Sports, 24(4), 203-207. https://doi.org/10.15561/26649837.2020.0408 DOI: https://doi.org/10.15561/26649837.2020.0408
Muquis, K. (2022). Inteligencia emocional (Salovey y Malovey) y aprendizaje social en estudiantes universitarios: Emotional intelligence (Salovey and Malovey) and social learning in university students. Res Non Verba Revista Científica, 12(2), 16-29. https://doi.org/10.21855/resnonverba.v12i2.654 DOI: https://doi.org/10.21855/resnonverba.v12i2.654
Núñez, M. E., Miguelina García, P. y Abbas, A. (2023). The mediating role of self-regulation between emotional intelligence and student performance in online global classroom-based collaborative international online learning (COIL): Empirical evidence from four partner universities of Latin America. Research in Globalization, 7(2023), 100178. https://doi.org/10.1016/j.resglo.2023.100178 DOI: https://doi.org/10.1016/j.resglo.2023.100178
Olivares, I. (2019). Inteligencia emocional en el sector educativo. [Tesis de Grado, Universidad Católica Santo Toribio de Mogrovejo]. USAT-Tesis. http://hdl.handle.net/20.500.12423/2627
Pena, M., Extremera, N. y Rey, L. (2011). El papel de la inteligencia emocional percibida en la resolución de problemas sociales en estudiantes adolescentes. Revista Española de Orientación y Psicopedagogía, 22(1), 69-79. https://doi.org/10.5944/reop.vol.22.num.1.2011.78 DOI: https://doi.org/10.5944/reop.vol.22.num.1.2011.78
Ramírez, P., Alfaro, J. y Machorro, F. (2016). The Repertory Grid Technique: A Method for the Study of Cognition in Teaching Skills Assessment. Formación Universitaria, 9(2), 97-104. https://dx.doi.org/10.4067/S0718-50062016000200011 DOI: https://doi.org/10.4067/S0718-50062016000200011
Rodríguez, G. (2022) Inteligencia emocional y liderazgo docente: Revisión sistemática. [Tesis de Grado, Universidad Cesar Vallejo Tesis de Doctorado]. https://hdl.handle.net/20.500.12692/87948
Rodríguez-Ponce, E., Ferrer-Urbina, R. y Rodríguez, C. (2022). Resultados del quehacer académico: influencia del aprendizaje institucional desde la teoría. Revista Venezolana de Gerencia, 27(Especial 8), 1122-1134. https://doi.org/10.52080/rvgluz.27.8.25 DOI: https://doi.org/10.52080/rvgluz.27.8.25
Rosales Trabuco, J. E., Espinoza Núñez, J. M., Posadas Castañeda, L. V., Romero Huayta, L. S. y Pinedo-Yzaguirre, E. A. (2022). Compromiso laboral y desempeño profesional en docentes universitarios del área de estudios generales en universidades privadas de Perú. Universidad y Sociedad, 14(S4), 210-224. https://rus.ucf.edu.cu/index.php/rus/article/view/3129
Sarmiento, C. (2017). Comportamiento organizacional y desempeño docente en tres instituciones educativas de Villa el Salvador, 2015. [Tesis de Maestría, Universidad Cesar Vallejo]. UCV-Institucional. https://hdl.handle.net/20.500.12692/8317
Segura, R. (2020). Desempeño profesional y el comportamiento laboral de docentes de una Unidad Educativa de Guayaquil, 2019 [Tesis de Maestría, Universidad Cesar Vallejo]. UCV-Institucional. https://hdl.handle.net/20.500.12692/62736
Turpo-Gebera, O., Martínez Puma, E., Tomaylla Quispe, Y. y Chirinos-Tovar, K. (2024). The image of political discourse in Peruvian university research: a look through its theses. Visual Review. International Visual Culture Review Revista Internacional de Cultura Visual, 16(6), 1-13. https://doi.org/10.62161/revvisual.v16.5299 DOI: https://doi.org/10.62161/revvisual.v16.5299
Valderrama, S. (2015). Pasos para elaborar Proyectos de Investigación científica. San Marcos.
Wu, M. C. y Chen, Y. H. (2014). A factor analysis on teamwork performance - an empirical study of inter-instituted collaboration. Eurasian Journal of Educational Research, 55, 37-54. http://dx.doi.org/10.14689/ejer.2014.55.3 DOI: https://doi.org/10.14689/ejer.2014.55.3
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Kevin Mario Laura de la Cruz, Rey Araujo-Castillo
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
