Competencia social y emocional y autoeficacia de los docentes en España
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Este estudio tuvo como objetivo explorar las relaciones entre la competencia social y emocional y la autoeficacia de los maestros en el contexto educativo español, ya que comprender estas dinámicas es esencial para mejorar la capacidad de los docentes de gestionar eficazmente las aulas, fomentar resultados favorables en los estudiantes y promover el bienestar general en los entornos educativos. Se utilizó un enfoque cuantitativo y un estudio descriptivo correlacional para llevar a cabo la investigación. Los datos fueron recopilados de 212 maestros de primaria que fueron seleccionados mediante un método de muestreo no probabilístico en Córdoba. Los participantes completaron tres cuestionarios: el cuestionario de inteligencia emocional, que evalúa la competencia emocional; el cuestionario de competencia interpersonal, que evalúa la competencia social; y el cuestionario de autoeficacia, que mide las creencias de los docentes sobre su capacidad para gestionar con éxito las tareas de enseñanza. Se empleó un análisis descriptivo para resumir las características de las variables, mientras que el análisis de correlación exploró las relaciones entre ellas. Según los resultados de estos análisis, la competencia social y emocional y las dimensiones de la autoeficacia de los maestros estaban positivamente correlacionadas entre sí según la correlación de Pearson. Además, se utilizaron pruebas t para descubrir posibles diferencias en estas variables basadas en características demográficas como el género y la experiencia docente. Considerando el género, se determinó que no había diferencias en la mayoría de las variables. Además, no hubo una asociación significativa entre la experiencia de los maestros y ninguna de las subescalas de autoeficacia.
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