<?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>S2616-79642023000301118</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v7i29.576</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Inteligencia emocional en el desempeño docente en Huarochirí]]></article-title>
<article-title xml:lang="en"><![CDATA[Emotional intelligence in teaching performance in Huarochirí]]></article-title>
<article-title xml:lang="pt"><![CDATA[Inteligência emocional no desempenho docente em Huarochiri]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Patrocinio]]></surname>
<given-names><![CDATA[Evelyn Mirey Espíritu]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[Ulises Córdova]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Velasquez]]></surname>
<given-names><![CDATA[Norma Patricia Buleje]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rutti]]></surname>
<given-names><![CDATA[Yuliana Yessy Gómez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espíritu]]></surname>
<given-names><![CDATA[Mireya Andrea Victoria Palomino]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[Anibal Gustavo Yllesca]]></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 de Educación Enrique Guzmán y Valle  ]]></institution>
<addr-line><![CDATA[Lurigancho-Chosica ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Privada del Norte  ]]></institution>
<addr-line><![CDATA[Trujillo ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>29</numero>
<fpage>1118</fpage>
<lpage>1128</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642023000301118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642023000301118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642023000301118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Los cambios mundiales generados durante el COVID-19 generaron estrés y bajo desempeño docente, es necesario que los mismos aprendan a regular emociones con inteligencia emocional. El objetivo del estudio es determinar la influencia de la Inteligencia emocional y el desempeño docente en las Instituciones Educativas de Huarochirí. El método fue el hipotético-deductivo, explicativa causal, la población estuvo conformada por 70 docentes, se empleó la técnica de la encuesta y como instrumentos, dos cuestionarios. Los resultados indican que la inteligencia emocional influye en 80,2% en el desempeño docente, 73% en la preparación para el aprendizaje, un 75,4% en la enseñanza para el aprendizaje, 77,7% en la participación en la gestión de la escuela y 84% en el desarrollo de la profesionalidad docente. Se concluye que la inteligencia emocional influye el desempeño docente afectando la preparación en desarrollo del proceso y aprendizaje, la participación de la gestión de la escuela articulada a la comunidad y el desarrollo de la profesionalidad y la identidad docente de la escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The global changes generated during COVID-19 generated stress and low teacher performance, it is necessary that teachers learn to regulate emotions with emotional intelligence. The objective of the study is to determine the influence of emotional intelligence and teaching performance in the educational institutions of Huarochirí. The method was hypothetical-deductive, causal explanatory, the population consisted of 70 teachers, the survey technique was used and two questionnaires were used as instruments. The results indicate that emotional intelligence influences 80.2% in teaching performance, 73% in preparation for learning, 75.4% in teaching for learning, 77.7% in participation in school management and 84% in the development of teaching professionalism. It is concluded that emotional intelligence influences teaching performance by affecting the preparation for process development and learning, the participation in school management articulated to the community, and the development of professionalism and teaching identity of the school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As mudanças globais geradas durante a COVID-19 geraram estresse e baixo desempenho dos professores; é necessário que os professores aprendam a regular as emoções com inteligência emocional. O objetivo do estudo é determinar a influência da inteligência emocional e do desempenho dos professores nas instituições educacionais de Huarochirí. O método foi hipotético-dedutivo, causal explicativo, a população foi composta por 70 professores, a técnica de pesquisa foi utilizada e dois questionários foram usados como instrumentos. Os resultados indicam que a inteligência emocional influencia 80,2% no desempenho do professor, 73% na preparação para a aprendizagem, 75,4% no ensino para a aprendizagem, 77,7% na participação na gestão escolar e 84% no desenvolvimento do profissionalismo docente. Conclui-se que a inteligência emocional influencia o desempenho do professor ao afetar a preparação para a aprendizagem e o desenvolvimento de processos, a participação na gestão escolar articulada com a comunidade e o desenvolvimento do profissionalismo e da identidade do professor na escola.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[Desempeño docente]]></kwd>
<kwd lng="en"><![CDATA[Emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[Teacher performance]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência emocional]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho do professor]]></kwd>
</kwd-group>
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