Resultados preliminares del método RULER en la inteligencia emocional y el compromiso laboral de profesores Españoles

  1. Ruth Castillo-Gualda 1
  2. Valme García 2
  3. Mario Pena 3
  4. Arturo Galán 3
  5. Marc A. Brackett 4
  1. 1 Universidad Camilo José Cela
    info
    Universidad Camilo José Cela

    Villanueva de la Cañada, España

    ROR https://ror.org/03f6h9044

    Geographic location of the organization Universidad Camilo José Cela
  2. 2 Colegio Internacional Aravaca
  3. 3 Universidad Nacional de Educación a Distancia
    info
    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

    Geographic location of the organization Universidad Nacional de Educación a Distancia
  4. 4 Yale University
    info
    Yale University

    New Haven, Estados Unidos

    ROR https://ror.org/03v76x132

    Geographic location of the organization Yale University
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Journal:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Year of publication: 2017

Volume: 15

Issue: 43

Pages: 641-664

Type: Article

DOI: 10.14204/EJREP.43.17068 DIALNET GOOGLE SCHOLAR

More publications in: Electronic journal of research in educational psychology

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SDG classification obtained using Aurora SDG artificial intelligence model.

Abstract

Introduction. The goal of this study was to assess the effectiveness of a socio-emotional learning program, RULER, on enhancing both the emotional intelligence and work-related outcomes in Spanish teachers. Measures included: Ability emotional intelligence, assessed by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and work-related outcomes, such as engagement and burnout. Method. Two private schools from the Autonomous Community of Madrid participated in the study. Once the schools were assigned to experimental or control condition randomly, a total of fifty-four teachers served in the present research, n=32 teachers participated in the SEL program, n=22 teachers remained as control group. Results. Multivariate analysis of covariance (MANCOVA) revealed that the SEL group obtained significantly better results in the areas of emotional perception, understanding, and regulation, as also in those related to satisfaction, and commitment to their work, after twentyfour hours of SEL training, across three months, compared with control group. Discussion and Conclusion: These findings expand the literature on the impact of scientificbased programs in the development of personal resources and social and emotional competence in adult population. The paper also discusses practical implications and future research of socio-emotional interventions among adult population, for the development of personal and professional skills, as key factors for an optimal teaching practice

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