Citas bibligráficas
Flores, K., Polo, J., Torres, C. (2018). Inteligencia emocional y desempeño docente en las instituciones educativas FAP de Lima [Tesis, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/544
Flores, K., Polo, J., Torres, C. Inteligencia emocional y desempeño docente en las instituciones educativas FAP de Lima [Tesis]. PE: Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/544
@mastersthesis{renati/239090,
title = "Inteligencia emocional y desempeño docente en las instituciones educativas FAP de Lima",
author = "Torres Aguilar, Carlos Alfredo",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
The objective of the present investigation was to determine the relationship between emotional intelligence and teacher performance in FAP Educational Institutions from Lima. The quantitative approach wasused,with a Descriptive Correlational Transactional Design. The study population consisted of 331 teachers from the two FAP institutions in Lima, which by census technique is the size of the study sample; therefore, no type of sampling was used for selection. The ICE NA “BarOn Emotional Quotient Inventory” was applied, and it was adapted by Dr. Nelly Ugarriza and Liz Pajares which measures Emotional Intelligence, as well as the C2 form designed by the Center for Administration of Educational Services - CASED - FAP to evaluate teacher performance in a learning session. According to results obtained through data processing, the results indicate that there is a direct and significant relationship between emotional intelligence and teaching performance in FAP Educational Institutions from Lima. (r = 0.581, Sig = 0.000). According to the results found in this research, they indicate that teachers are predominantly at an appropriate level (59.5%); 20.5%, at a high level; and 19.9%, at a low level. Regarding teacher performance, the findings in this study show that teachers are predominantly at a regular level (65.6%). According to the specific hypotheses; the first five correspond to the components of emotional intelligence (intrapersonal, interpersonal, adaptability, stress management, and general mood), whose relation to teacher performance, according to the results, is direct and significant; that is, the higher score on each of these components; higher will be the score in the teaching performance of the sample investigated.
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