Quality of Teaching Performance and Comprehensive Emotional Health

Quijano J.C.A.; Gutiérrez J.S.; Peceros R.I.R.; Rejas J.M. · Revista Cubana de Investigaciones Biomedicas (2026)

Resumen

Objective: To determine the relationship between the quality of teaching performance and comprehensive emotional health among Health Sciences students at Universidad Nacional José María Arguedas, Peru. Methods: A quantitative, non-experimental, cross-sectional, and correlational study was conducted. The sample consisted of 52 students selected through non-probability sampling. Structured Likert-type questionnaires were administered to measure both variables. Descriptive and inferential analyses were performed, including the Kolmogorov–Smirnov normality test and Pearson’s chi-square test, with a 99% confidence level (α = 0.01). Results: A statistically significant association was identified between the quality of teaching performance and students’ comprehensive emotional health, χ²(1, N = 52) = 29.467, p < .001; continuity correction = 26.336, p < .001. The calculated value sub-stantially exceeded the critical value of 6.6349; therefore, the null hypothesis was rejected. Conclusion: There is a statistically significant relationship between teaching performance quality and comprehensive emotional health among Health Sciences stu-dents. The findings highlight the need to strengthen humanized, communicative, formative, and emotionally responsive teaching practices in health-related higher education.

Instituciones: Universidad Nacional José María Arguedas