Bibliographic citations
Huaranca, E., (2022). La inteligencia emocional y el desempeño profesional de los docentes del Programa a Distancia de la Universidad Continental, Huancayo, 2019 [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/11239
Huaranca, E., La inteligencia emocional y el desempeño profesional de los docentes del Programa a Distancia de la Universidad Continental, Huancayo, 2019 []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2022. https://repositorio.une.edu.pe/handle/20.500.14039/11239
@mastersthesis{renati/1025212,
title = "La inteligencia emocional y el desempeño profesional de los docentes del Programa a Distancia de la Universidad Continental, Huancayo, 2019",
author = "Huaranca Yañez, Emilio Adbeel",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2022"
}
The aim of this research work was that emotional intelligence, in the field of education, has gained importance in recent years due to its impact on professional teaching effectiveness. In the educational context, emotional intelligence has been linked to a series of skills that are essential for teachers, such as the ability to empathize with students, the ability to motivate students, and the ability to establish positive relationships with them. Research has shown that teachers who have higher emotional intelligence are more effective in their work, as they are able to establish a positive learning environment, create trusting relationships with their students, and handle conflict situations effectively. It has also been linked to teachers' ability to handle the stress and pressure associated with their work. Teachers with higher emotional intelligence are able to identify their own and others' emotions, allowing them to better handle stressful situations and maintain a positive mood. The approach of this research is methodologically quantitative, theoretical, pure or substantive. The result of this study was positive, the results obtained show that the variables emotional intelligence and professional teacher effectiveness have a direct and highly significant relationship. Likewise, the general hypothesis has been verified with a p value = 0.000, so it was decided to accept the alternative research hypothesis as true.
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