EMOTIONAL COMPETENCES´ DEVELOPMENT AND EVALUATION IN THE NON-UNIVERSITY

TEACHING STAFF IN SPAIN.

Torrijos Fincias, Patricia ; Martín Izard, Juan Francisco y No Gutiérrez, Paloma.Departamento de Didáctica, Organización y Métodos de Investigación.

Instituto Universitario de Ciencias de la EducaciónGrupo de Evaluación Educativa y Orientación (GE2O)

Facultad de EducaciónUniversidad de Salamanca

The importance of the Emotional Education at school.New needs and challenges at school in the 21st century: violence in the classrooms, school failure, etc

All of this requires an approach that promotes innovative responses

EMOTIONALEDUCATION

• Strategy for the improvement of the social and emotional competences• It helps personal and social welfare • It improves academic and work performance

(Bisquerra, 2012; Brackett y Caruso, 2007; Mayer, Roberts y Barsadé, 2008; IFBM, 2008)

INTEREST OF THE RESEARCH

Promote the emotional competence of non-university teachers.

Hypothesis of the research

“The implementation and assessment of formative programs for faculty members, as a strategy of lifelong training, will help them acquire emotional competences and, hence, it will promote the improvement of social harmony and quality of the teaching/learning process at school”

DESIGN OF THE RESEARCH

• Pre experimental design with pre- post-test measure (Arnal, Del Rincón & Latorre, 1992; Campbell & Stanley, 1973).

• We verify the acquired level of competence, like the satisfaction with the training during different moments of the intervention (initial, during and final)

• We apply different tools that allow a quantitative and qualitative data processing

Sample descriptionTeachers from two private schools that receive government funding in Salamanca, more than 90% constituted the final sample:Group I: 27 teachers

Group II: 20 teachers

• 67% women, between 26 & 42 years old, being the average around 36 years old.

• Average number of years teaching: 11• Teachers from the different educational levels: Preschool (22,2%),

Primary (29,6%) and Secondary (48,2%).

• 65% women, between los 30 & 61 years old, being the average around 44 years old.

• Average number of years teaching :18• Teachers from the different educational levels: Preschool (20%),

Primary (30%) and Secondary (50%).

Variables & collecting data tools

Variable 1: Level of Emotional Development

Variable 2: Level of conflict resolution skills

Variable 3: Level of motivation & satisfaction towards the program

Questionnaire of Emotional Development in Adults –CDE-A-. (Pérez Escoda, Bisquerra, Filella & Soldevila, 2010). A measure of self report that leads to detecting needs in 5 dimensions of the Emotional Competence according to GROP pentagonal model (Bisquerra and Pérez Escoda, 2007).

Measured through “Rubric” tools applied to practical situations that could happen at school.

Questionnaires of motivation & satisfaction toward the training in emotional competences. Ad hoc made & validated through judges trial.Follow-up journals and incidents´ registry.

MOTIVATION TOWARDS TRAINING

• 59,6% graded as high or really high the level of motivation, whereas only 4,2% considered as low.

• One of the reasons for getting involved were that the training has been imposed by the school.

• 76,6% said that they have some level of knowledge on the matter.

• They showed a significant interest in working, recognizing their own emotions (4,57 over 5,00), as well as the importance of developing communication and empathy skills.

SATISFACTION TOWARDS TRAINING• They valued positively the interest

and value of the worked competence, as well as the methodology involved (higher valuations from group II).

• 63,8% expressed having acquired a higher or much higher competence level, whereas the remaining assessed as just sufficient.

• They valued very positively the level competence of the faculty members in charge of directing the training (average scores of 4,26 and 4,60 over 5 in both groups).

• They were pretty satisfied with the training and over 90% of the simple would recommend the course to other professionals.

RESULTS

RESULTS II:Assessment of the efficiency of the Program about the

increase of the self-perception of the level of the Emotional Development (CDE-A)

• The initial scores in the CDE-A showed appropriate levels in both groups in each one of the dimensions, being the lowest scores the ones obtained in the emotional autonomy dimension, that is related to abilities of personal self-management, among them self-esteem, positive attitude and personal self-efficiency stand out

• After the training, the final average scores, show an improvement in each one of the dimensions.

• Applying the Student t test, we got results that showed that there is a generalized trend of showing meaningful differences (alpha ,05) in favor to post-test, especially in the first group.

RESULTS III:

Assessment of the efficiency of the Program about the level of conflict resolution ability about practical cases.

• The initial study of the answers the participants gave to the practical cases, showed difficulties in the recognition of the emotions and differentiate among the thoughts, emotions and behavior that rise in them in the different considered situations. We find very Little conciliatory answers and even avoiding the situation.

• After the training we appreciate a significant increase of the emotional vocabulary, decreasing the difficulties in order to identify thoughts and distinguishing from the emotions. There is a bigger tendency when suggesting conciliatory and assertive behavior, looking for the own benefit and the benefit of others.

DISCUSSION & CONCLUSSIONS

• The formative process favors the acquisition of emotional competences in the faculty members that are part of this study, results that are in accordance to other studies (Merchán y González Hermosell, 2012; Pérez Escoda, Filella, Fondevila y Soldevila , 2013).

• Even though teachers expressed that the training have being imposed by the management team, in general, they were motivated when working the different competences and saw the contents as useful and interesting

• The analysis of the practical cases and the answers to the different tasks highlighted needs that had not been shown by the teachers in the measures of the self-report (CDE-A), validating once again the need to suggest the formative development in a flexible and adaptable way.

DISCUSSION Y CONCLUSSIONS II

In sight of these results, we have to keep researching in this fielding, opening up a new line of research when studying the generalization of this learnings throughout the time and the influence of the same in the environment of the school, in the quality of the educational practice and, therefore the improvement of the coexistence.

As limitations of this study it is important to take into account the size and the particular profile of the sample, as well as the fact that all the used tools with self-report outline, with the possibility of the influence of a pretty important social desirability bias. Because of this we need to be cautious when trying to generalize the results of this study.

Arnal, J., Del Rincón, D., y Latorre, A. (1992). Investigación Educativa: Fundamentos y Metodologías . Barcelona: Labor.

Bisquerra, R. (Coord.), Punset, E., Mora, F., García Navarro, E., López-Cassà, E., Pérez-González, J.C., Lantieri, L., Nambiar, M., Aguilera, P., Segovia, N., Planells, O. (2012). ¿Como educar las emociones? La inteligencia emocional en la infancia y en la adolescencia. Esplugues de Llobregat (Barcelona): Hospital Sant Joan de Déu.

Bisquerra, R. and Pérez, N. (2007). Las competencias emocionales. Educación XXI, 10, 61-82. Brackett, M.A. y Carusso, D.R. (2007). Emotionally literacy for educators. Cary, NC: SEL-Media.Campbell, D. T., and Stanley, J. C. 1973. Diseños experimentales y cuasiexperimentales en la

investigación social. Amorrortu editores., Buenos Aires.Informe de la Fundación Marcelino Botín. IFBM. (2008). Educación Emocional y Bienestar.

Análisis Internacional. Santander: Fundación Marcelino Botin. Mayer, J., Roberts, R.D. & Barsadé, S. (2008). Human abilities: Emotional Intelligence. Annual

review of psychology, 59, 507-536.Merchán, I.M and González Hermosell, J. (2012). Análisis de la eficacia de un programa de

Inteligencia Emocional con profesores de Badajoz y Castelo Branco. Campo Abierto, 31 (1), 51-68.

Pérez-Escoda, N., Bisquerra, R., Filella, G., Soldevila, A. (2010). Construcción del cuestionario de desarrollo emocional de adultos (CDE-A). REOP, 21 (2), 367-379.

Pérez Escoda, N.; Filella, G.; Soldevila, A. y Fondevila, A. 2013. Evaluación de un programa de educación emocional para Profesorado de Primaria. Educación XX1, 16 (1), 233-254.

Bibliografía

EMOTIONAL COMPETENCES´ DEVELOPMENT AND EVALUATION IN THE NON-UNIVERSITY

TEACHING STAFF IN SPAIN.

Torrijos Fincias, Patricia ; Martín Izard, Juan Francisco y No Gutiérrez, Paloma.Departamento de Didáctica, Organización y Métodos de Investigación.

Instituto Universitario de Ciencias de la EducaciónGrupo de Evaluación Educativa y Orientación (GE2O)

Facultad de EducaciónUniversidad de Salamanca