Publication: Habilidades sociales y emocionales del profesorado de educación infantil relacionadas con la gestión del clima de aula
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2016-12-01
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Universidad Complutense de Madrid
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Abstract
El objetivo central de este trabajo es conocer si existe relación entre las competencias socioemocionales de los maestros de segundo ciclo de Educación Infantil con su habilidad para manejar el clima social y emocional de su aula. Para ello, se realiza un estudio de comprensión y de valoración de las capacidades sociales y emocionales de los profesores y su correspondencia con el clima creado en sus clases La investigación es de carácter cuantitativo de tipo descriptivo-correlacional, ya que se hace un análisis de la relación entre las competencias sociales y emocionales de los maestros y el clima de su aula. Para ello, se ha elegido una muestra de 68 aulas pertenecientes a la población de centros escolares de Educación Infantil del Área Territorial Oeste de la Comunidad de Madrid. Para la recogida de datos de las habilidades socioemocionales se aplica a los maestros un inventario de autoevaluación de reconocimiento del desarrollo de esas capacidades y de su grado de adquisición. Se han sometido a prueba catorce hipótesis. Los resultados indican, al contrastar las respuestas de los maestros sobre su capacidad social y emocional y los resultados del clima de su aula obtenidos por un observador, que no existe siempre relación directa entre ellos. También se han presentado correlaciones negativas entre los profesores que son o no instruidos en cursos de inteligencia emocional y su capacidad de apoyar emocionalmente a sus alumnos, de manejar de forma positiva sus conductas, ni de promover habilidades lingüísticas y de desarrollo cognitivo en sus alumnos. Por otro lado, sí se ha percibido relación entre la comunicación interactiva entre los miembros del aula y la capacidad del maestro de promover habilidades de pensamiento y de lenguaje tanto formales como informales, creando discusiones y realizando actividades variadas en el aula, con la finalidad de fomentar el aprendizaje, el conocimiento, el pensamiento, y la adquisición de vocabulario más rico y variado.
The main objective of this study is to determine the relationship between the socio-emotional skills of teachers in the second cycle of Infant Education and their ability to handle the social and emotional climate of the classroom. To this end, a study to comprehend and assess the social and emotional skills of teachers and its impact on the class environment has been conducted. This research, quantitative by nature, is both descriptive and correlational, as an analysis of the relationship between the social and emotional competencies of teachers and their classroom climate has been done. To do this, we have chosen a sample of 68 classrooms belonging to several kindergarten schools in the West Area of the Territorial Community of Madrid. In order to collect data on socio-emotional skills, a self-recognition inventory tackling the development of those capabilities and their degree of acquisition has been completed by teachers. Fourteen hypotheses have been tested. After contrasting responses from teachers on their social and emotional capacity and classroom climate results, the later having been obtained by an observer, we are in a position to say that no direct relationship between them has been found. Negative correlations have also been perceived between teachers who have taken emotional intelligence courses and those have not, as well as their ability to emotionally support their children, to positively handle their behavior, and to promote linguistic and cognitive development skills in their students. An interactive communication has been perceived between the members of a classroom and the teacher’s ability to promote thinking skills and of both formal and informal language, creating discussions and the realization of a variety of activities in the classroom in order to promote the learning of knowledge and the acquisition of a richer and more varied vocabulary.
The main objective of this study is to determine the relationship between the socio-emotional skills of teachers in the second cycle of Infant Education and their ability to handle the social and emotional climate of the classroom. To this end, a study to comprehend and assess the social and emotional skills of teachers and its impact on the class environment has been conducted. This research, quantitative by nature, is both descriptive and correlational, as an analysis of the relationship between the social and emotional competencies of teachers and their classroom climate has been done. To do this, we have chosen a sample of 68 classrooms belonging to several kindergarten schools in the West Area of the Territorial Community of Madrid. In order to collect data on socio-emotional skills, a self-recognition inventory tackling the development of those capabilities and their degree of acquisition has been completed by teachers. Fourteen hypotheses have been tested. After contrasting responses from teachers on their social and emotional capacity and classroom climate results, the later having been obtained by an observer, we are in a position to say that no direct relationship between them has been found. Negative correlations have also been perceived between teachers who have taken emotional intelligence courses and those have not, as well as their ability to emotionally support their children, to positively handle their behavior, and to promote linguistic and cognitive development skills in their students. An interactive communication has been perceived between the members of a classroom and the teacher’s ability to promote thinking skills and of both formal and informal language, creating discussions and the realization of a variety of activities in the classroom in order to promote the learning of knowledge and the acquisition of a richer and more varied vocabulary.
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Métodos de Investigación y Diagnóstico en Educación, leída el 24-11-2015