Competencias socioemocionales de docentes de la Escuela de Educación Básica Federico Proaño en Cuenca – Azuay, período marzo - agosto 2022

Abstract

The role of the teacher in the face of the needs that arise in the educational context is fundamental, since it is the one who faces the diversity of the same. Teachers must have high socioemotional skills to build appropriate interpersonal relationships and be able to respond to conflicts that may arise in the classroom to create a harmonious environment. Therefore, as a general objective of the study, the socio-emotional competences were described according to sociodemographic variables such as age, sex, marital status and level of training of the teachers of the Federico Proaño School of Basic Education in the period March – August 2022. In addition, as specific objectives, teachers were characterized according to sociodemographic variables mentioned and the predominant socio-emotional competencies were identified, such as participatory capacity, empathy, conflict resolution, emotional knowledge and emotional regulation, presented by the teachers of the school. The population consisted of 45 teachers, including 31 women and 14 men. A sociodemographic file was applied and we worked with the Scale of Socio-Emotional Competences (ECSE) adapted and validated in Peru in 2016. The methodological process followed a quantitative approach, of a non-experimental type and descriptive scope. The results showed that emotional awareness, emotional regulation and conflict resolution presented a higher degree. In conclusion, the competence that should predominate according to reviewed authors is empathy, where a low degree was found, which indicates difficulty in generating adequate interpersonal relationships, which may represent problems in the teaching-learning process