Resumo

VALDEZ, Palmer Edwin Yataco; CAMONES, Elias Felix Huerta; MALAVER, Nelida Esperanza Bustamante  e  MAGALLANES, Maribel Cecilia Rangel. Social-emotional competencies in teachers of regular basic education institutions. Horizontes Rev. Inv. Cs. Edu. [online]. 2022, vol.6, n.26, pp.2105-2116.  Epub 23-Nov-2022. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v6i26.477.

Several scientific studies show that socioemotional competencies are essential for school success. This study has a quantitative approach, an instrumental cross-sectional research design and its objective is to explore the socioemotional competencies in teachers of regular basic education institutions. The technique employed was the survey; the instrument used was the Socioemotional competencies questionnaire validated by Zych et al. (2018). The questionnaire contains 16 items in four components: self-knowledge, self-management and self-motivation, social awareness and prosocial behavior, and responsible decision-making. SPSS v24 was used for the analysis. The results showed that men obtained the highest scores and that primary school teachers have a greater mastery of socioemotional competencies. In conclusion, it is imperative to strengthen socioemotional competencies, which could be through intervention programs for the strengthening of teachers and should be accompanied by a process of constant evaluation.

Palavras-chave : Social-emotional competencies; Healthy environments; Learning programs, Basic education.

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