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Inteligencía emocinal y la práctica docente en la escuela bilingüe
| dc.contributor.author | Meza Stewart, Yineisi Janett | |
| dc.date.accessioned | 2023-07-07T15:24:46Z | |
| dc.date.available | 2023-07-07T15:24:46Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | http://jadimike.unachi.ac.pa/handle/123456789/772 | |
| 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. | |
| dc.language.iso | es | es_ES |
| dc.publisher | Universidad Autónoma de Chiriquí | es_ES |
| dc.subject | PSICOLOGÍA - ENSEÑANZA | es_ES |
| dc.subject | INTELIGENCIA EMOCIONAL | es_ES |
| dc.subject | PSICOLOGÍA- APRENDIZAJE Y PRÁCTICA | es_ES |
| dc.subject | TESIS-MAESTRÍA EN PSICOLOGÍA EDUCATIVA | es_ES |
| dc.title | Inteligencía emocinal y la práctica docente en la escuela bilingüe | es_ES |
| dc.type | Thesis | es_ES |
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Maestría en Psicología Educativa [12]
Tesis de Maestría en Psicología Educativa