THE ROLE OF EMOTIONAL INTELLIGENCE CAPACITY FOR TEACHER’S EFFICACY AND CLASSROOM MANAGEMENT EFFICACY (El papel de la inteligencia emocional en la eficacia del maestro y de la eficacia de la gestión del aula)




In recent years, several studies have revealed multiple benefits of teachers' emotional intelligence (EI) with respect to their professional performance, the teaching and learning process, students' school performance, job satisfaction, reduction of stress and burnout, and the importance of interpersonal relationships at school. However, few studies have explored how teachers’ (EI) skills affect their effectiveness in teaching and classroom management. In this sense, the aim of this study was twofold: examined the relationship between teacher’s EI capacities, teacher efficacy, and classroom management effectiveness, and analyzed the relationship between teacher’s characteristics (gender) and professional background (service time and academic formation) and teachers’ EI capacities. 634 Portuguese teachers filled out a form with personal and professional data and answered an adaptation of the Emotional Skills and Competence Questionnaire, and the Teacher Efficacy in Classroom Management and Discipline Scale. Structured Equation Model analyses were recorded and showed that teachers who tended to have higher levels of ability to perceive, express and manage emotions reported higher levels of teacher effectiveness and classroom management effectiveness, and more ability to cope with emotions.


Keywords: Teacher’s, Emotional Intelligence Capacities, Teacher Efficacy, Classroom Management Efficacy.



En los últimos años, diversos estudios revelaron múltiples beneficios de la inteligencia emocional (IE) de los maestros con respecto a su desempeño profesional, el proceso de enseñanza y aprendizaje, el rendimiento escolar de los estudiantes, su satisfacción laboral, la reducción del estrés y el agotamiento, y la importancia de las relaciones interpersonales en la escuela. Sin embargo, pocos estudios han investigado cómo las capacidades de IE de los maestros afectan su efectividad en la enseñanza y el manejo del aula. En este sentido, el objetivo de este estudio fue doble: examinar la relación entre las capacidades de IE del maestro, su eficacia en la enseñanza y su eficacia en la gestión del aula; y analizar la relación entre las características del maestro (género), su formación profesional (tiempo de servicio y formación académica) y sus capacidades de IE. 634 maestros portugueses completaron un formulario con datos personales y profesionales, y respondieron una adaptación del Cuestionario de Habilidades Emocionales y Competencia, y la Escala de Eficacia del Maestro en el Manejo del Aula y la Disciplina. Los análisis del modelo de ecuaciones estructuradas mostraron que los maestros que tienden a tener niveles más altos de capacidad para percibir, expresar y manejar las emociones mostraron niveles más altos de eficacia docente y niveles más altos de eficacia en el manejo del aula; y, más capacidad para manejar las emociones.


Palabras clave: Maestros, Inteligencia Emocional, Eficacia del Maestro, Eficacia de la Gestión del Aula.


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Biografía del autor/a

Sabina Valente, Center for Research in Education and Psychology (CIEP), University of Évora

Ph.D. Education. Researcher on Center for Research in Education and Psychology, University of Évora (CIEP-UE), and PAIDEIA: International Association for Development of Emotional Education.

Abílio Afonso Lourenço, University of Minho

Ph.D. Education. Researcher in Psychology and Education Research Center of School Group Alexandre Herculano - Porto.

Paulo Alves, Research in Education and Community Intervention (RECI), Piaget Institute of Viseu

Ph.D. Psychology. Professor at Piaget Institute Viseu. Researcher on Research in Education and Community Intervention (RECI).

Sérgio Domínguez-Lara, University of San Martín de Porres

Ph.D. Psychology. Professor at University of San Martín de Porres. Researcher on Psychology Research Institute.


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