Emotional Intelligence in teachers from a Commercial Aviation Technical Institute in Lima, Peru, during the year 2019
Kisic, Drago (2019)
2019
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2019112923442
https://urn.fi/URN:NBN:fi:amk-2019112923442
Tiivistelmä
Emotional intelligence is considered to be a crucial skill that 21st century teachers should possess in order to perform their tasks effectively inside and outside the classrooms. A critical issue in technical productive education in Peru is that teachers have not received previous education on pedagogy, much less in emotional intelligence.
The main objective of this study was to measure and explain the level of emotional intelligence of teachers working in a technical productive commercial aviation institute in Lima, Peru, in order to arrive at conclusions regarding their capacity to perform as 21st century teachers and suggest possible solutions for the improvement of this skill and the enhancement of the institution.
For this case study, a quantitative survey was used as the main data collection method through the application of the Bar-On (I-CE) emotional intelligence Inventory, adapted to Peru by doctor Nelly Ugarriza Chávez. Using this tool, the levels of emotional intelligence of a selected sample of nine teachers were measured. Additionally, an exclusively designed semi-structured interview was applied to the sample, for the interpretation of the quantitative results.
The total sample obtained an average score in emotional intelligence with 87 points, close to the lower limit of the category. From this total, 66.7% of the sample obtained an average score, while 33.3% achieved a low score. Divided by components, the sample obtained average scores in interpersonal intelligence (113 points), general mood (97 points), stress management (91 points), and low scores in adaptability (83 points) and intrapersonal intelligence (76 points).
Despite the sample obtaining an average general score, there were significant challenges encountered among teachers, especially in the intrapersonal, adaptability and interpersonal areas. Some of these included: difficulties in empathizing with younger generations of students and dealing with the differences among them, finding the right ways to relate themselves with the administrative area, adopting modern teaching methods and embracing innovation in their daily practices.
The main objective of this study was to measure and explain the level of emotional intelligence of teachers working in a technical productive commercial aviation institute in Lima, Peru, in order to arrive at conclusions regarding their capacity to perform as 21st century teachers and suggest possible solutions for the improvement of this skill and the enhancement of the institution.
For this case study, a quantitative survey was used as the main data collection method through the application of the Bar-On (I-CE) emotional intelligence Inventory, adapted to Peru by doctor Nelly Ugarriza Chávez. Using this tool, the levels of emotional intelligence of a selected sample of nine teachers were measured. Additionally, an exclusively designed semi-structured interview was applied to the sample, for the interpretation of the quantitative results.
The total sample obtained an average score in emotional intelligence with 87 points, close to the lower limit of the category. From this total, 66.7% of the sample obtained an average score, while 33.3% achieved a low score. Divided by components, the sample obtained average scores in interpersonal intelligence (113 points), general mood (97 points), stress management (91 points), and low scores in adaptability (83 points) and intrapersonal intelligence (76 points).
Despite the sample obtaining an average general score, there were significant challenges encountered among teachers, especially in the intrapersonal, adaptability and interpersonal areas. Some of these included: difficulties in empathizing with younger generations of students and dealing with the differences among them, finding the right ways to relate themselves with the administrative area, adopting modern teaching methods and embracing innovation in their daily practices.