Emotional intelligence and teaching performance of the foreign language professional career of a public university of southern Peru

Fuenzalida Vargas V.D.C.; Laura De La Cruz K.M.; Valdez Copaja R.; Zapana Aguilar P.V. · European Public and Social Innovation Review (2025) · DOI: 10.31637/epsir-2025-2401

Resumen

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.

Instituciones: Universidad Privada de Tacna; Universidad Nacional Jorge Basadre Grohmann; Escuela de Posgrado Newman