Inteligencia emocional en la formación del profesorado de educación infantil y primaria

Abstract

This study aims to analyze the incidence of formal and non-formal emotional training in the acquisition of emotional skills in Pre-school and Primary Education teachers. Participants were 127 Primary Education and Pre-school Education teachers who responded to the TMMS-24 test of Emotional Intelligence, which provides a meta-emotional personal assessment of the emotional experience. Results show the significant influence of teachers' training in the acquisition of emotional repair skills, one of the dimensions within the instrument used (TMMS-24), which refers to using regulation strategies of the more complex psychological processes involving implementing the rest of the emotional skills. The study findings reveal the training needs of educators in emotional intelligence in terms of their professional deployment and students' comprehensive development.