Emotional intelligence and performance of university professors in Education careers

Laura de la Cruz K.M.; Araujo-Castillo R. · European Public and Social Innovation Review (2024) · DOI: 10.31637/epsir-2024-1819

Resumen

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.

Instituciones: Universidad Nacional de San Agustín de Arequipa; Escuela de Posgrado Newman