| dc.description.abstract | The purpose of the research is to determine the relationship between Intelligence
Emotional and Teaching Practice in the Finca 41 Bilingual School, Bocas del Toro,
province, Panama Republic 2021.
It is a study of basic type, descriptive level and correlational design. The sample was
made up of 28 teachers. To collect data on the emotional intelligence variable
the survey technique was applied and the TMMS-24 test as an instrument with a total of
24 items grouped into three dimensions: emotional attention factor, clarity factor
emotional and emotional repair factor. Which has a reliability index of
0.889 measured with Cronbach's alpha. To measure the teaching practice variable, it was
applied
As an instrument a questionnaire with a total of 50 items grouped into five
dimensions: the personal dimension, institutional dimension, interpersonal dimension,
didactic dimension and value dimension, which presents a reliability index of .896
measured with Cronbach's alpha.
The results report that Emotional Intelligence is not related to Practice
Teacher at the Bilingual School of Finca 41, Province of Bocas del Toro, Republic of
Panama 2021.
According to the objective of Assessing the self-assessment that the teacher has of his
emotional capacities, in the dimensions of emotional attention, clarity
emotional repair and emotional reparation in the Finca 41 Bilingual School. The results
show that the emotional attention factor 50% of teachers have a
adequate awareness of their own emotions, which allows them to have the ability to recognize their own feelings and know what they mean. While 43% of
teachers have difficulty recognizing their emotions and expressing them, for
Finally, the remaining 7% of teachers must improve their emotional attention since
present excessive emotional attention to a situation that can lead to
hypervigilance of their emotions and sensations.
Regarding the factor of emotional clarity, the result is that 21% of the
Teachers have an excellent ability to know and understand their states of
encouragement in the situation in which they find themselves, while 54% of teachers have
an adequate clarity of their emotions situation that allows them to know and
understand their moods. Similarly, 25% of teachers show
Difficulty recognizing and understanding your moods.
In the emotional repair factor, 14% of teachers have an excellent
ability to regulate and control positive and negative emotions in the area that is
develop, while 64% of teachers have adequate regulation and
understanding of their emotions. Similarly, 21% of teachers do not have the
ability to regulate and control their own emotions situation that puts their lives at risk
emotional competencies.
Regarding the objective of establishing the level of Teaching Practice linked to the
personal, institutional, interpersonal, didactic and value dimension in the finca 41
Bilingual School.
The result was that 100% of the teachers surveyed
have an adequate level in their practice, referring to the five dimensions of teaching practice raised by the author Cecilia Fierro (1999). Regarding this
result achieved, it can be affirmed that indicators such as vocation,
projection, institutional norms, methods and teaching techniques were
assumed with responsibility and commitment in the teaching staff of the School
Bilingual Finca 41.
With respect to identifying the level of perception that teachers have in the
dimensions of the teaching practice in the Finca 41 Bilingual School. It was obtained as
result that 100% of teachers have an adequate level in the dimension
personal situation that is closely related to the vocation and the projection that
the teacher has in the exercise of his profession.
Regarding the institutional dimension, it is reported that 82% of teachers meet or
they know the norms and the culture of the Educational Center in which they work. Equally,
transmit to their students the idea of how the Center is managed organizationally
Educational, while 18% of teachers have a moderate level in the
compliance with the rules and cultures of the Educational Center.
Regarding the interpersonal dimension of teaching practice, 82% of teachers
have an adequate level, where it can be deduced that there is adequate communication
between teachers, students and parents. While 18% of teachers
has a moderate level in its interaction with educational actors.
Regarding the didactic dimension of the teaching practice, 100% of the teachers
have an adequate level in terms of handling and application of methods, strategies
and the appropriate techniques for teaching-learning, results that affirm that the
teachers do not routinely teach at the Finca 41 Bilingual School. Finally, 100% of teachers have an adequate level in the dimension
value of teaching practice, which allows us to affirm that teachers are capable of
convey values to students regardless of ideological principles
they have obtained in their academic and personal training. | es_ES |
| dc.description.abstract | La investigación tiene como finalidad determinar la relación entre la Inteligencia Emocional y
la Práctica Docente en la Escuela Bilingüe Finca 41, Provincia de Bocas del Toro, República
de Panamá 2021.
Es un estudio de tipo básico, nivel descriptivo y diseño correlacional. La muestra estuvo
conformada por 28 docentes. Para recopilar datos de la variable inteligencia emocional se aplicó
la técnica de la encuesta y como instrumento el test TMMS-24 con un total de 24 ítems
agrupados en tres dimensiones: factor de atención emocional, el factor claridad emocional y
factor reparación emocional. El cual tiene un índice de fiabilidad de 0,889 medido con el alfa
de Cronbach. Para medir la variable práctica docente se aplicó como instrumento un
cuestionario con un total de 50 ítems agrupados en cinco dimensiones: la dimensión personal,
dimensión institucional, dimensión interpersonal, dimensión didáctica y dimensión valorar, el
cual Presenta un índice de fiabilidad de ,896 medido con el alfa de Cronbach.
Luego, de analizar los datos obtenidos los resultados reportan que la Inteligencia Emocional no
se relaciona con la Práctica Docente en la Escuela Bilingüe de Finca 41, Provincia de Bocas del
Toro, República de Panamá 2021.
De acuerdo al objetivo de Valorar la autoevaluación que tiene el docente de sus capacidades
emocionales, en las dimensiones de atención emocional, claridad emocional y reparación
emocional en la Escuela Bilingüe Finca 41. Los resultados muestran que el factor de atención
emocional el 50 % de los docentes tienen una adecuada conciencia sobre sus propias emociones
lo que les permite tener la capacidad de reconocer sus propios sentimientos y saber lo que Con respecto a identificar el nivel de percepción que tienen los docentes en las dimensiones de
la práctica docente en la Escuela Bilingüe Finca 41. Se obtuvo como resultado que un 100% de
los docentes tienen un nivel adecuado en la dimensión personal situación que está estrechamente
relacionada a la vocación y la proyección que tiene el docente en el ejercicio de su profesión.
En cuanto a la dimensión institucional, se reporta que el 82% de los docentes cumplen o conocen
las normas y la cultura del Centro Educativo en el cual laboran. Igualmente, transmiten a sus
estudiantes la idea de cómo se maneja organizacionalmente el Centro Educativo, mientras que
el 18% de los docentes tienen un nivel moderado en el cumplimiento de las normas y de las
culturas del Centro Educativo.
Con respecto a la dimensión interpersonal de la práctica docente el 82% de los docentes tienen
un nivel adecuado, donde se puede deducir que existe una comunicación idónea entre docentes,
estudiantes y padres de familia. Mientras que el 18% de los docentes tiene un nivel moderado
en su interacción con los actores educativos.
En cuanto a la dimensión didáctica de la práctica docente el 100% de los docentes cuentan con
un nivel adecuado en cuanto al manejo y aplicación de métodos, estrategias y las técnicas
apropiadas para la enseñanza-aprendizaje, resultados que afirman que los docentes no enseñan
rutinariamente en la Escuela Bilingüe Finca 41.
Para finalizar, un 100 % de los docentes cuentan con un nivel adecuado en la dimensión valor al
de la práctica docente, Lo cual permite afirmar que los docentes son capaces de transmitir
valores a los estudiantes independientemente de los principios ideológicos que han obtenido en
su formación académica y personal. | |
