Bibliographic citations
Alcedo, R., (2024). Percepciones de profesionales educativos sobre la inteligencia emocional en la convivencia escolar en estudiantes de tercer grado de primaria en época pospandemia [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/29304
Alcedo, R., Percepciones de profesionales educativos sobre la inteligencia emocional en la convivencia escolar en estudiantes de tercer grado de primaria en época pospandemia []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/29304
@misc{renati/1661443,
title = "Percepciones de profesionales educativos sobre la inteligencia emocional en la convivencia escolar en estudiantes de tercer grado de primaria en época pospandemia",
author = "Alcedo Huaman, Rosa Milagros",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
The present research highlights the importance of emotional intelligence in the current educational context, due to the negative impact evidenced on the knowledge and regulation of emotions and social relationships of the educational population. In this sense, the problem of the study is: What are the perceptions of education professionals about emotional intelligence in third grade Primary Education students, in the context of school coexistence in the post-pandemic stage? The general objective is to analyze the perceptions of educational professionals about the development of emotional intelligence in third grade Primary Education students in post-pandemic times; Meanwhile, the specific objectives are: to identify the knowledge of educational professionals about emotional intelligence, the description of the opportunities to promote it through school coexistence, and the explanation of the perceptions within the framework of the coexistence of the students of Third Grade of Primary Education in the post-pandemic era. The methodology of the study is qualitative, the prioritized technique is the semi-structured interview. The main results allow us to conclude that professionals recognize the influence of emotional intelligence on school coexistence during the post-pandemic; Additionally, consider that children act from their personal and social competencies in various school environments.
This item is licensed under a Creative Commons License