<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642022000502105</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v6i26.477</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencias socioemocionales en los docentes de instituciones educativas de educación básica regular]]></article-title>
<article-title xml:lang="en"><![CDATA[Social-emotional competencies in teachers of regular basic education institutions]]></article-title>
<article-title xml:lang="pt"><![CDATA[Competências sócio-emocionais dos professores em instituições regulares de ensino básico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valdez]]></surname>
<given-names><![CDATA[Palmer Edwin Yataco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camones]]></surname>
<given-names><![CDATA[Elias Felix Huerta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Malaver]]></surname>
<given-names><![CDATA[Nelida Esperanza Bustamante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magallanes]]></surname>
<given-names><![CDATA[Maribel Cecilia Rangel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Nacional Agraria La Molina  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>6</volume>
<numero>26</numero>
<fpage>2105</fpage>
<lpage>2116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642022000502105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642022000502105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642022000502105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Diversos estudios científicos demuestran que las competencias socioemocionales son imprescindibles para el éxito escolar. El estudio es de enfoque cuantitativo, de diseño de investigación transversal instrumental y tiene como objetivo explorar las competencias socioemocionales en docentes de instituciones educativas de educación Básica Regular. La técnica empleada fue la encuesta; el instrumento utilizado fue el cuestionario de competencias Socioemocionales validada por Zych et al. (2018). El cuestionario contiene 16 ítems en cuatro componentes: autoconocimiento, autogestión y automotivación, conciencia social y conducta prosocial y toma de decisiones responsable. Para el análisis se hiso uso de SPSS v24. Los resultados evidenciaron que los hombres obtuvieron la puntuación más alta y los docentes del nivel primaria tienen mayor dominio de las competencias socioemocionales. En conclusión, es imperativo fortalecer las competencias socioemocionales que podría ser mediante programas de intervención para el fortalecimiento de los docentes y deben estar acompañados de un proceso de evaluación constante.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Vários estudos científicos mostram que as competências socioemocionais são essenciais para o sucesso escolar. Este estudo tem uma abordagem quantitativa, um projeto de pesquisa transversal instrumental e visa explorar as competências socioemocionais dos professores em instituições regulares de educação básica. A técnica empregada foi a pesquisa; o instrumento utilizado foi o questionário de competências socioemocionais validado por Zych et al. (2018). O questionário contém 16 itens em quatro componentes: autoconhecimento, autogestão e auto-motivação, consciência social e comportamento prosocial, e tomada de decisões responsáveis. O SPSS v24 foi utilizado para a análise. Os resultados mostraram que os machos obtiveram a pontuação mais alta e os professores do ensino fundamental têm o maior domínio das competências sócio-emocionais. Em conclusão, é imperativo fortalecer as competências socioemocionais, que poderiam ser através de programas de intervenção para o fortalecimento dos professores e devem ser acompanhadas por um processo de avaliação constante.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencias socioemocionales]]></kwd>
<kwd lng="es"><![CDATA[Entornos saludables]]></kwd>
<kwd lng="es"><![CDATA[Programas de aprendizajes, Educación básica]]></kwd>
<kwd lng="en"><![CDATA[Social-emotional competencies]]></kwd>
<kwd lng="en"><![CDATA[Healthy environments]]></kwd>
<kwd lng="en"><![CDATA[Learning programs, Basic education]]></kwd>
<kwd lng="pt"><![CDATA[Competências sócio-emocionais]]></kwd>
<kwd lng="pt"><![CDATA[Ambientes saudáveis]]></kwd>
<kwd lng="pt"><![CDATA[Programas de aprendizagem, Educação básica]]></kwd>
</kwd-group>
</article-meta>
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