Relación entre las competencias emocionales del docente y los niveles de ansiedad escolar en estudiantes de bachillerato

Abstract

Abstract: This work is a correlational study that seeks to determine whether there is a significant linkage between the emotional competence of teachers and the school climate perceived by their students. With this purpose, 117 students from 8th grade to 13th grade were surveyed, alongside 10 teachers corresponding to these grades, in Cuenca, Azuay. The results showed a positive classroom climate self-reported by more than half of the students (58.1%), but with school norms perceived as unclear or uninvolving by the students (50.5% perceive that the rules are not clear or well known enough). The group of 8th to 10th grade teachers had a significantly lower average emotional competence (108.2 points) compared to the group of grades 11th to 13th grade teachers (141.2 points). However, when calculating the odds ratio, it was determined that there is no statistically significant association between these variables for the population studied. It is concluded that the teachers´ emotional competence is not a key factor in determining the school climate of this institution, and that the lack of clarity in institutional regulations should be investigated as a possible determining factor.