Emotional Intelligence in teachers and Academic Performance in students of a public secondary in Pachuca, Hidalgo
Abstract
The present investigation arises from the concern to know what is the influence of the emotions of the teachers when teaching classes and what impact it has within the educational area of the students. For this reason, Emotional Intelligence (EI) and Academic Performance (AR) were measured in a public secondary school in Pachuca de Soto, Hidalgo, from a quantitative perspective. For Goleman (1995) EI is the ability to recognize our own feelings and those of others, to motivate ourselves and to adequately manage social relationships, on the other hand AR (Navarro, 2003) is sometimes called school aptitude, performance academic or school performance, since generally, in the texts, school life and teaching experience are used as synonyms. González (1988) defines school performance as the acquisition of a set of values, attitudes, behaviors and knowledge indicated as desirable for society and educational canters.
The population that participated is composed of 172 students and 21 teachers, from a public high school in Pachuca de Soto, Hidalgo, who were chosen in a simple random way. This study is quantitative in a correlational field. It has a non-experimental cross-sectional design for the collection of data in the case of teachers, the Emotional Intelligence Trait Meta-Mood Scale (TMMS-24) (Fernández and Berrocal, 2004) and in the case of students, report cards were collected.
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