La relación de la inteligencia emocional de los profesores con la eficacia pedagógica y los rasgos de personalidad
Resumen
El estrés psicoemocional en el entorno educativo plantea la cuestión del desarrollo de las competencias emocionales de los profesores como factor de éxito en la realización profesional. El estudio pretendía identificar los factores clave y los mecanismos de influencia de la inteligencia emocional en la eficacia de la actividad pedagógica para crear un sistema diferenciado de desarrollo de las competencias emocionales de los profesores. Se realizó un estudio empírico entre 150 profesores de Kosovo (distrito de Pristina) utilizando un conjunto de métodos empíricos y el análisis cualitativo de entrevistas semiestructuradas. Se observó una ventaja estadísticamente significativa de los profesores de primaria en términos de inteligencia emocional (M = 138,7) sobre los de secundaria (M = 131,2), con las mayores diferencias en la capacidad para percibir emociones (t = 3,45; p = 0,001) y gestionar los estados emocionales de los demás (t = 3,12; p = 0,002). Se identificaron tres perfiles tipológicos de inteligencia emocional: empático (31,4%), racional (42,9%) y mixto (25,7%). Se halló una relación no lineal entre la antigüedad en el servicio y el nivel de competencia emocional, con indicadores óptimos en el grupo de 10-20 años. Los predictores clave de la inteligencia emocional son la apertura a nuevas experiencias (β = 0,45), la extraversión (β = 0,40) y la concienciación (β = 0,30). El modelo propuesto para el desarrollo de la inteligencia emocional de los profesores integra componentes evaluativos, de contenido, de procedimiento y de evaluación del rendimiento que proporcionan un enfoque sistemático para la formación de las competencias emocionales de los profesores. Basándose en el modelo, se elaboró un programa de tres niveles con métodos diferenciados para profesores con distintos perfiles psicológicos. La introducción de este sistema en la formación profesional y el perfeccionamiento de los profesores aumentó la estabilidad psicoemocional, optimizó la interacción pedagógica y mejoró la eficacia general del proceso educativo.
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