TEACHERS’ EMOTIONAL INTELLIGENCE AND EMPATHY IN RELATION TO TEACHER-STUDENT INTERACTION IN THE CLASSROOM

Detalhes bibliográficos
Autor(a) principal: Sánchez Valera, Sthefania
Data de Publicação: 2023
Outros Autores: Gaeta González, Martha Leticia
Tipo de documento: Artigo
Idioma: por
spa
Título da fonte: Holos
Texto Completo: http://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/15156
Resumo: The main objective of this work is to analyze the presence of Emotional Intelligence (EI) and Empathy in teachers related to the perception of the classroom teacher-student interaction processes. Participants were 77 Mexican teachers of different educational levels who answered three instruments: TMMS-24, TECA, and STRS. Results show that just over half of teachers perceive an adequate level of EI. Only a third have medium/high levels of cognitive empathy, linked to the ability to put themselves in the other's place and flexible thinking in different situations. In addition, 40% of them understand others' emotional states adequately, and almost three-quarters perceive little teacher-student interaction approaching. Findings and their implications for ongoing teacher training are discussed.
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spelling TEACHERS’ EMOTIONAL INTELLIGENCE AND EMPATHY IN RELATION TO TEACHER-STUDENT INTERACTION IN THE CLASSROOMINTELIGENCIA EMOCIONAL Y EMPATÍA DEL PROFESORADO EN RELACIÓN CON LA INTERACCIÓN DOCENTE-ALUMNO EN EL AULAINTELIGÊNCIA EMOCIONAL E EMPATIA DOS PROFESSORES EM RELAÇÃO À INTERAÇÃO PROFESSOR-ALUNO EM SALA DE AULATeacherEmpathyEmotional IntelligenceTeacher-Student InteractionDocenteEmpatíaInteligencia EmocionalInteracción Docente-AlumnoProfessorEmpatiaInteligência EmocionalInteração Professor-AlunoThe main objective of this work is to analyze the presence of Emotional Intelligence (EI) and Empathy in teachers related to the perception of the classroom teacher-student interaction processes. Participants were 77 Mexican teachers of different educational levels who answered three instruments: TMMS-24, TECA, and STRS. Results show that just over half of teachers perceive an adequate level of EI. Only a third have medium/high levels of cognitive empathy, linked to the ability to put themselves in the other's place and flexible thinking in different situations. In addition, 40% of them understand others' emotional states adequately, and almost three-quarters perceive little teacher-student interaction approaching. Findings and their implications for ongoing teacher training are discussed.Este trabajo tiene como objetivo principal analizar la presencia de la Inteligencia Emocional y la Empatía en el profesorado en relación con la percepción de los procesos de interacción docente-alumno que se establecen en el aula. Participaron 77 docentes mexicanos de diferentes niveles educativos, quienes respondieron tres instrumentos: el TMMS-24, el TECA y el STRS.  Los resultados muestran que poco más de la mitad del profesorado percibe un adecuado nivel de IE y sólo una tercera parte presenta niveles medios/altos de empatía cognitiva, vinculada a la capacidad de ponerse en el lugar del otro y de un pensamiento flexible ante distintas situaciones. Además, el 40% de ellos obtuvo niveles adecuados para comprender los estados emocionales de los otros y casi tres cuartas partes perciben una interacción docente-alumno de poco acercamiento. Se discuten los hallazgos y sus implicaciones en la formación permanente del profesorado.O principal objetivo deste trabalho é analisar a presença de Inteligência Emocional (IE) e da Empatia em professores em relação à percepção dos processos de interação professor-aluno em sala de aula. Participaram 77 professores mexicanos de diferentes níveis educacionais, que responderam a três instrumentos: TMMS-24, TECA eSTRS. Os resultados mostram que pouco mais da metade dos professores percebe um nível adequado de IE. Apenas um terço apresenta níveis médios/altos de empatia cognitiva, ligada à capacidade de se colocar no lugar do outro e flexibilidade de pensamento em diferentes situações. Além disso, 40% entendem adequadamente os estados emocionais dos outros e quase três quartos percebem uma interação professor-aluno que não é muito próxima. Os resultados e suas implicações para a formação contínua de professores são discutidos.Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte2023-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttp://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/15156HOLOS; v. 2 n. 39 (2023): v.2(2023)1807-1600reponame:Holosinstname:Instituto Federal do Rio Grande do Norte (IFRN)instacron:IFRNporspahttp://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/15156/3632http://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/15156/3633Puebla, MxPuebla, MxPuebla, MXhttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSánchez Valera, SthefaniaGaeta González, Martha Leticia2023-12-19T02:37:41Zoai:holos.ifrn.edu.br:article/15156Revistahttp://www2.ifrn.edu.br/ojs/index.php/HOLOSPUBhttp://www2.ifrn.edu.br/ojs/index.php/HOLOS/oaiholos@ifrn.edu.br||jyp.leite@ifrn.edu.br||propi@ifrn.edu.br1807-16001518-1634opendoar:2023-12-19T02:37:41Holos - Instituto Federal do Rio Grande do Norte (IFRN)false
dc.title.none.fl_str_mv TEACHERS’ EMOTIONAL INTELLIGENCE AND EMPATHY IN RELATION TO TEACHER-STUDENT INTERACTION IN THE CLASSROOM
INTELIGENCIA EMOCIONAL Y EMPATÍA DEL PROFESORADO EN RELACIÓN CON LA INTERACCIÓN DOCENTE-ALUMNO EN EL AULA
INTELIGÊNCIA EMOCIONAL E EMPATIA DOS PROFESSORES EM RELAÇÃO À INTERAÇÃO PROFESSOR-ALUNO EM SALA DE AULA
title TEACHERS’ EMOTIONAL INTELLIGENCE AND EMPATHY IN RELATION TO TEACHER-STUDENT INTERACTION IN THE CLASSROOM
spellingShingle TEACHERS’ EMOTIONAL INTELLIGENCE AND EMPATHY IN RELATION TO TEACHER-STUDENT INTERACTION IN THE CLASSROOM
Sánchez Valera, Sthefania
Teacher
Empathy
Emotional Intelligence
Teacher-Student Interaction
Docente
Empatía
Inteligencia Emocional
Interacción Docente-Alumno
Professor
Empatia
Inteligência Emocional
Interação Professor-Aluno
title_short TEACHERS’ EMOTIONAL INTELLIGENCE AND EMPATHY IN RELATION TO TEACHER-STUDENT INTERACTION IN THE CLASSROOM
title_full TEACHERS’ EMOTIONAL INTELLIGENCE AND EMPATHY IN RELATION TO TEACHER-STUDENT INTERACTION IN THE CLASSROOM
title_fullStr TEACHERS’ EMOTIONAL INTELLIGENCE AND EMPATHY IN RELATION TO TEACHER-STUDENT INTERACTION IN THE CLASSROOM
title_full_unstemmed TEACHERS’ EMOTIONAL INTELLIGENCE AND EMPATHY IN RELATION TO TEACHER-STUDENT INTERACTION IN THE CLASSROOM
title_sort TEACHERS’ EMOTIONAL INTELLIGENCE AND EMPATHY IN RELATION TO TEACHER-STUDENT INTERACTION IN THE CLASSROOM
author Sánchez Valera, Sthefania
author_facet Sánchez Valera, Sthefania
Gaeta González, Martha Leticia
author_role author
author2 Gaeta González, Martha Leticia
author2_role author
dc.contributor.author.fl_str_mv Sánchez Valera, Sthefania
Gaeta González, Martha Leticia
dc.subject.por.fl_str_mv Teacher
Empathy
Emotional Intelligence
Teacher-Student Interaction
Docente
Empatía
Inteligencia Emocional
Interacción Docente-Alumno
Professor
Empatia
Inteligência Emocional
Interação Professor-Aluno
topic Teacher
Empathy
Emotional Intelligence
Teacher-Student Interaction
Docente
Empatía
Inteligencia Emocional
Interacción Docente-Alumno
Professor
Empatia
Inteligência Emocional
Interação Professor-Aluno
description The main objective of this work is to analyze the presence of Emotional Intelligence (EI) and Empathy in teachers related to the perception of the classroom teacher-student interaction processes. Participants were 77 Mexican teachers of different educational levels who answered three instruments: TMMS-24, TECA, and STRS. Results show that just over half of teachers perceive an adequate level of EI. Only a third have medium/high levels of cognitive empathy, linked to the ability to put themselves in the other's place and flexible thinking in different situations. In addition, 40% of them understand others' emotional states adequately, and almost three-quarters perceive little teacher-student interaction approaching. Findings and their implications for ongoing teacher training are discussed.
publishDate 2023
dc.date.none.fl_str_mv 2023-04-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/15156
url http://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/15156
dc.language.iso.fl_str_mv por
spa
language por
spa
dc.relation.none.fl_str_mv http://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/15156/3632
http://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/15156/3633
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.coverage.none.fl_str_mv Puebla, Mx
Puebla, Mx
Puebla, MX
dc.publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte
publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte
dc.source.none.fl_str_mv HOLOS; v. 2 n. 39 (2023): v.2(2023)
1807-1600
reponame:Holos
instname:Instituto Federal do Rio Grande do Norte (IFRN)
instacron:IFRN
instname_str Instituto Federal do Rio Grande do Norte (IFRN)
instacron_str IFRN
institution IFRN
reponame_str Holos
collection Holos
repository.name.fl_str_mv Holos - Instituto Federal do Rio Grande do Norte (IFRN)
repository.mail.fl_str_mv holos@ifrn.edu.br||jyp.leite@ifrn.edu.br||propi@ifrn.edu.br
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