Inteligencia intrapersonal y actitud inclusiva en docentes de nivel inicial de instituciones de una unidad de gestión educativa del sur del Perú

Rosa Emily Padilla Pumarrumi · RIEE | Revista Internacional de Estudios en Educación (2026) · DOI: 10.37354/riee.2026.262

Resumen

The present study aimed to determine the relationship between intrapersonal intelligence and inclusive teaching attitudes among early childhood teachers in Regular Basic Education in an educational management unit in southern Peru, who responded to two questionnaires administered during their working hours. The study revealed a moderate and statistically significant positive correlation between intrapersonal intelligence and inclusive teaching attitudes. Likewise, moderate positive correlations were identified between interpersonal intelligence and the affective, cognitive, and behavioral dimensions of inclusive attitudes, with the behavioral dimension showing the strongest association. It is recommended that future research delve deeper into explanatory and longitudinal designs that allow for the analysis of the predictive and mediating role of intrapersonal intelligence in the consolidation of inclusive practices in different educational contexts.

Instituciones: Universidad Peruana Unión