La importancia de la inteligencia emocional en la práctica pedagógica del docente.

Abstract

The objective of the present investigation was to analyze the level of development of emotional intelligence in the pedagogical practice of the teacher of the Luis Gabriel Castro School in Gran Colombia, in the Municipality of Villa del Rosario, it is of a quantitative nature, framed in the descriptive method, a non-experimental design, type of field. The population is represented by teachers and fifth grade students of this same educational center and the sample corresponded to a group of 7 teachers and a group of fifth 01 made up of 25 students of the afternoon session, the data collection was done at Through a two survey instruments, one for teachers and one for students, these were validated by three (3) experts, one in the research field, another in psychology and finally one in pedagogy, considering that two variables were handled As it is one of emotional intelligence and another of pedagogic practice, the statistic used was the descriptive one by means of percentage tables where an analysis and an explanatory sequence of questions was carried out one by one. Through this research project aimed at teachers, it was concluded that the percentage of teachers who have emotional intelligence in their pedagogical practice is very low, skills such as intra and interpersonal self-knowledge, self-control, assertive communication, among others. , they are very lacking in the classroom.