Emotional intelligence in teaching: a key to performance and institutional climate in basic education

Maraza-Quispe B.; Rosas-Iman V.H.; Feliciano-Yucra G.; Martinez-Lopez A.C.; Ortiz-Corimaya E.K.; Choquehuanca-Quispe W.; Coasaca-Hancco F.K.; Nuñez-Saavedra L.E. · International Journal of Evaluation and Research in Education (2025) · DOI: 10.11591/ijere.v14i6.34924

Resumen

This study addresses the lack of understanding regarding the relationship between emotional intelligence (EI), teaching performance, and institutional climate (IC) in basic education. As a solution, the study proposes evaluating and strengthening teachers’ EI to enhance both their performance and the school environment. Using a quantitative, non-experimental, correlational design, the research analyzed a randomly selected sample of 145 teachers. Validated questionnaires measured dimensions such as self-awareness, self-regulation, motivation, empathy, and social skills, as well as teaching preparation and IC. The results reveal significant positive correlations between EI and IC (r=0.85) and between teaching performance and IC (r=0.78). This suggests that higher EI not only improves teaching effectiveness but also fosters a positive institutional environment. The study concludes that enhancing teachers’ EI can optimize both their performance and institutional dynamics, contributing to higher-quality education. The findings support the implementation of EI training programs as a key strategy to improve teaching performance and the school climate (SC).

Instituciones: Universidad Nacional de San Agustín de Arequipa