| dc.description.abstract | Teaching is considered to be one of the most stressful professions, especially because it
implies a work of daily pressure, based on social interactions in which the teacher must make
a great effort to know, understand and properly manage not only his or her own emotions but
also those of students, colleagues, among others. This was the main motivation behind the
research, since it is sometimes thought that only cognitive skills are needed and that affectivity
and emotional skills are not so essential in teachers. The objective of this study was to describe
the emotional intelligence of teachers at the Faculty of Psychology of the University of Cuenca;
it is framed in a quantitative approach, type of non-experimental design, descriptive and
transversal scope. The participants were 31 teachers from the four careers, which made up the
study population. A socio-demographic card and the WLEIS-S emotional intelligence scale
were used as research instruments. Among the results, it was determined that the general
emotional intelligence of psychology teachers scored higher in the dimensions of evaluation
and use of one's own emotions, evidencing a high intermediate general emotional intelligence;
the highest figures were evidenced in female teachers, with a doctoral level of training, with an
occasional hiring modality and, in part-time work, in the developmental stage of the elderly
and with a service time of 97 to 324 months. In conclusion, there is an adequate management
of emotional intelligence in the teachers of the School of Psychology, thus demonstrating that
the majority of the subjects of study present the expected result to face the different situations
that teaching requires of them. | |
