Pub Date : 2019-03-31DOI: 10.35429/jhs.2019.7.3.1.5
Juan Carlos Farías-Bracamontes, Velia María Flores-González
Identifying the relationship that exists between the teaching personality, their performance in the classroom and the scope of the social-emotional skills that marks the RIEMS achieve potential the quality of the educational system in upper secondary education considering the implementation of the socio-emotional teaching competencies within their profile. This research work is entitled Resilient personality and its relation to classroom performance in upper secondary education. In order to typify the aforementioned phenomena, the three axes mentioned will be measured through an instrument, which contains 116 variables, of which 109 are quantitative. It is worth mentioning that to complete the final application, he had to go through two phases of piloting, consolidating normality with an alpha of .89. Some of the results of this work is the relationship between the teacher resilient personality and performance in the classroom according to a correlation analysis that informs that teachers who have emotional stability, impact on students for the reach of the students. social and emotional competences, through the ability to face adversity in a constructive way, strengthening social-emotional skills, becoming healthy and happy people with personal and social implications, for the reach of social and emotional competences, indispensable skills in the learning process.
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