Inteligencia emocional de rasgo de los profesores de lengua inglesa
Impactos en las estrategias de enseñanza y en las relaciones con los estudiantes
DOI:
https://doi.org/10.29057/icshu.v14i28.14832Palabras clave:
Inteligencia emocional, Maestros de inglés, Enseñanza de lenguasResumen
La presente investigación mixta amplía el tema de la IE en profesores de inglés en México, enfocándose en su relación con los estudiantes y las estrategias de enseñanza que utilizan. El cuestionario breve de IE rasgo se administró a 201 docentes y luego se realizó un seguimiento con entrevistas semiestructuradas. El análisis cuantitativo reveló que sólo pequeños segmentos pertenecen a los grupos de IE de alto y bajo rasgo. Mientras que el análisis cualitativo reveló que los docentes en estos grupos comparten algunas de las características intermedias (el cuidado de los estudiantes, la importancia de mantener una buena relación con ellos y saber cuándo imponer la disciplina). Sin embargo, los enfoques mostrados por estas dos cohortes son diferentes, debido a los años de experiencia y nivel académico.
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Naderi Anari, N. (2012). Teachers: emotional intelligence, job satisfaction, and organizational commitment, Journal of Workplace Learning, 24(4), pp. 256-269. https://doi.org/10.1108/13665621211223379
Petrides, K. V. (2009). Psychometric properties of the Trait Emotional Intelligence Questionnaire (TEIQue). In C. Stough, D. H. Saklofske, & J. D. A. Parker (Eds.), Assessing emotional intelligence: Theory, research, and applications (pp. 85–101). Springer Science. https://doi.org/10.1007/978-0-387-88370-0_5
Petrides, K. V. (2010). Trait Emotional Intelligence Theory. Industrial and Organizational Psychology, 3(2), 136-139. https://doi.org/10.1111/j.1754-9434.2010.01213.x
Petrides, K. V., Mikolajczak, M., Mavroveli, S., Sanchez-Ruiz, M. J., Furnham, A., & Pérez-González, J. C. (2016). Developments in trait emotional intelligence research. Emotion Review, 8(4), 335-341.
Rastegar, M. & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37(4), 700-707. https://doi.org/10.1016/j.system.2009.09.013
Riazi, A. M., & Candlin, N. C. (2014). Mixed-Methods Research in Language Teaching and Learning: Opportunities, Issues and Challenges. Language Teaching, 47, 135-173.
http://dx.doi.org/10.1017/S0261444813000505
Richards, J.C. (2020). Exploring Emotions in Language Teaching. RELC Journal, 53, 225 - 239.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Schutte, N. S., & Loi, N. M. (2014). Connections between emotional intelligence and workplace flourishing. Personality and Individual Differences, 66, 134–139. https://doi.org/10.1016/j.paid.2014.03.031
Valente, S., Monteiro, A., & Lourenço, A. (2019). The relationship between teachers’ emotional intelligence and classroom discipline management. Psychology in the Schools, (56), 741-750. https://doi.org/10.1002/pits.22218
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327-358.
http://dx.doi.org/10.1023/A:1026131715856
White, C.J. (2018). The Emotional Turn in Applied Linguistics and TESOL: Significance, Challenges and Prospects. In: Martínez Agudo, J. (eds), Emotions in Second Language Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-75438-3_2
Zeidner, M., Matthews, G., and Roberts, R. D. (2012). The emotional intelligence, health, and well-being nexus: What have we learned and what have we missed? Appl. Psychol. Health Well Being 4, 1–30. doi: 10.1111/j.1758-0854.2011.01062.x
Arizmendi Tejeda S., Gillings de González B. S., & López Martínez C. L. de J. (2016). How Novice EFL Teachers Regulate their Negative Emotions. HOW Journal, 23(1), 30-48. https://doi.org/10.19183/how.23.1.299
Bernstein-Yamashiro B & Noam G. G. (2013). Establishing and maintaining boundaries in teacher-student relationships. New Directions for Youth Development, (137),69-84. doi: 10.1002/yd.20049.
Brackett, M. A., & Katulak, N. A. (2013). Emotional intelligence in the classroom: Skill-based training for teachers and students. Applying emotional intelligence,1-27. Psychology Press.
Bullough, R.V. (2019). Teachability and Vulnerability. Essays on Teaching Education and the Inner Drama of Teaching (Advances in Research on Teaching, Vol. 32. Emerald Publishing Limited, Leeds, pp. 115-129. https://doi.org/10.1108/S1479-368720190000032012
Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3), 297-298. http://dx.doi.org/10.1080/17439760.2016.1262613
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Creswell, J. W., & Creswell, J. D. (2020). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). SAGE.
Dewaele, J.-M. (2018). The Relationship between Trait Emotional Intelligence and Experienced ESL/EFL Teachers’ Love of English, Attitudes towards Their Students and Institution, Self-Reported Classroom Practices, Enjoyment and Creativity. Chinese Journal of Applied Linguistics, 41. https://doi.org/10.1515/cjal-2018-0034
Deng Xiaoxiang, Chen Jiasheng & Zhao Yuyang, (2023). Mediation effects of positive and negative affect on the relationship between emotional intelligence and life satisfaction in rural school teachers. Frontiers in Psychology, (14), 1-15. https://doi.org/10.3389/fpsyg.2023.1129692
Dewaele, J.-M., Gkonou, C., & Mercer, S. (2018). Do ESL/EFL Teachers’ Emotional Intelligence, Teaching Experience, Proficiency and Gender Affect Their Classroom Practice? En J. de D. Martínez Agudo (Ed.), Emotions in Second Language Teaching: Theory, Research and Teacher Education (pp. 125-141). Springer International Publishing. https://doi.org/10.1007/978-3-319-75438-3_8
Dewaele, J.-M., Saito, K., & Halimi, F. (2022). How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688221089601
Ghanizadeh, A., & Moafian, F. (2010). The role of EFL teachers’ emotional intelligence in their success. ELT Journal, 64(4), 424-435. https://doi.org/10.1093/elt/ccp084
Jang, E. E., Wagner, M., & Park, G. (2014). Mixed Methods Research in Language Testing and Assessment. Annual Review of Applied Linguistics, 34, 123–153. doi:10.1017/S0267190514000063
Kong, F., Gong, X., Sajjad, S. et al. (2019). How Is Emotional Intelligence Linked to Life Satisfaction? The Mediating Role of Social Support, Positive Affect and Negative Affect. J Happiness Stud 20, 2733–2745. https://doi.org/10.1007/s10902-018-00069-4
Landy, F. J. (2005). Some historical and scientific issues related to research on emotional intelligence. Journal of Organizational Behavior, 26(4), 411–424. https://doi.org/10.1002/job.317
Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Lawrence Erlbaum Associates Publishers.
Méndez López, M. G. (2015). Emotional experiences of Mexican language learners: A qualitative study of their effects on motivation. Revista Brasileira de Linguística Aplicada, 15, 809-837
Méndez López, M. G. (2017). Labor intensification and emotions of Mexican language teachers: A case study. Innovación Educativa, 17(75), 31-48.
Mercer, S., Gkonou, C. (2017). Teaching with Heart and Soul. In: Gregersen, T., MacIntyre, P. (eds) Innovative Practices in Language Teacher Education. Educational Linguistics, (30). Springer, Cham. https://doi.org/10.1007/978-3-319-51789-6_6
Mugford, G., Sughrua, W., & Lopez Gopar, M. (2015). Construction of an English language teacher identity: Perceptions and contrasts in Mexico. MEXTESOL Journal, 39(2),1-11. https://mextesol.net/journal/index.php?page=journal&id article=725
Naderi Anari, N. (2012). Teachers: emotional intelligence, job satisfaction, and organizational commitment, Journal of Workplace Learning, 24(4), pp. 256-269. https://doi.org/10.1108/13665621211223379
Petrides, K. V. (2009). Psychometric properties of the Trait Emotional Intelligence Questionnaire (TEIQue). In C. Stough, D. H. Saklofske, & J. D. A. Parker (Eds.), Assessing emotional intelligence: Theory, research, and applications (pp. 85–101). Springer Science. https://doi.org/10.1007/978-0-387-88370-0_5
Petrides, K. V. (2010). Trait Emotional Intelligence Theory. Industrial and Organizational Psychology, 3(2), 136-139. https://doi.org/10.1111/j.1754-9434.2010.01213.x
Petrides, K. V., Mikolajczak, M., Mavroveli, S., Sanchez-Ruiz, M. J., Furnham, A., & Pérez-González, J. C. (2016). Developments in trait emotional intelligence research. Emotion Review, 8(4), 335-341.
Rastegar, M. & Memarpour, S. (2009). The relationship between emotional intelligence and self-efficacy among Iranian EFL teachers. System, 37(4), 700-707. https://doi.org/10.1016/j.system.2009.09.013
Riazi, A. M., & Candlin, N. C. (2014). Mixed-Methods Research in Language Teaching and Learning: Opportunities, Issues and Challenges. Language Teaching, 47, 135-173.
http://dx.doi.org/10.1017/S0261444813000505
Richards, J.C. (2020). Exploring Emotions in Language Teaching. RELC Journal, 53, 225 - 239.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Schutte, N. S., & Loi, N. M. (2014). Connections between emotional intelligence and workplace flourishing. Personality and Individual Differences, 66, 134–139. https://doi.org/10.1016/j.paid.2014.03.031
Valente, S., Monteiro, A., & Lourenço, A. (2019). The relationship between teachers’ emotional intelligence and classroom discipline management. Psychology in the Schools, (56), 741-750. https://doi.org/10.1002/pits.22218
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327-358.
http://dx.doi.org/10.1023/A:1026131715856
White, C.J. (2018). The Emotional Turn in Applied Linguistics and TESOL: Significance, Challenges and Prospects. In: Martínez Agudo, J. (eds), Emotions in Second Language Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-75438-3_2
Zeidner, M., Matthews, G., and Roberts, R. D. (2012). The emotional intelligence, health, and well-being nexus: What have we learned and what have we missed? Appl. Psychol. Health Well Being 4, 1–30. doi: 10.1111/j.1758-0854.2011.01062.x
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2026-06-05
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Méndez López, M. G., & Millán Librado, T. P. (2026). Inteligencia emocional de rasgo de los profesores de lengua inglesa: Impactos en las estrategias de enseñanza y en las relaciones con los estudiantes. Edähi Boletín Científico De Ciencias Sociales Y Humanidades Del ICSHu, 14(28), 64–72. https://doi.org/10.29057/icshu.v14i28.14832
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Derechos de autor 2026 Mariza G. Méndez López, Tania Paola Millán Librado
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
