Relación entre inteligencia emocional y engagement en docentes de Ciencias de la Educación de la Universidad de Cuenca, período 2018 - 2019

Abstract

Education is an important link for society and to carry it out, an important role is attributed to teachers, who are responsible not only for their work, but for being attentive to their own emotions, those of their students and the management that must be exercised over them, as well as the effective and integral learning of their students with enthusiasm, dedication, commitment and vigour; Around this idea, this research work is developed, which has as a general objective to determine the correlation between emotional intelligence and the commitment of teachers of the careers of educational sciences of the University of Cuenca. The research has a quantitative approach, a non-experimental retrospective design, with correlational and cross-sectional scope. population was made up of the 95 teachers of the Education Sciences careers of the University of Cuenca-Azuay. The instruments used were the WLEIS-S Emotional Intelligence Scale, the Utrecht Work Engagement Scale UWES and a sociodemographic file. The most relevant results suggest that there is a positive correlation between emotional intelligence and engagement in teachers of education science careers, which indicates that both variables interact with each other. In addition, the predominant emotional intelligence dimension is the regulation of emotions, and the predominant engagement factor is dedication, which indicates that being able to adequately regulate emotions in their work area has allowed them to dedicate themselves better in their work. As well as, is no significant difference in emotional intelligence and engagement according to sociodemographic variables, the results show a minimum difference in scores regarding age, sex, hiring modality, type of dedication and the level of training completed.