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Socio-emotional competence and resilience in Peruvian basic education teachers: A case study

By
Judith Annie Bautista-Quispe ,
Judith Annie Bautista-Quispe

Universidad Nacional del Altiplano, Puno, Perú

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Edwin Gustavo Estrada-Araoz ,
Edwin Gustavo Estrada-Araoz

Universidad Nacional Amazónica de Madre de Dios. Puerto Maldonado, Perú

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Jaffet Sillo-Sosa ,
Jaffet Sillo-Sosa

Universidad Andina del Cusco, Puerto Maldonado, Perú

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Jhemy Quispe-Aquise ,
Jhemy Quispe-Aquise

Universidad Nacional Amazónica de Madre de Dios. Puerto Maldonado, Perú

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Percy Samuel Yabar-Miranda ,
Percy Samuel Yabar-Miranda

Universidad Nacional del Altiplano, Puno, Perú

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Yolanda Lujano-Ortega ,
Yolanda Lujano-Ortega

Universidad Nacional del Altiplano, Puno, Perú

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Gabriela Cornejo-Valdivia ,
Gabriela Cornejo-Valdivia

Universidad Nacional del Altiplano, Puno, Perú

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George Jhon Cruz-Visa ,
George Jhon Cruz-Visa

Universidad Nacional Amazónica de Madre de Dios. Puerto Maldonado, Perú

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Abstract

Introduction: In an increasingly complex and diverse world, where socioemotional challenges are as relevant as academic ones, teachers' socio-emotional competence has become a fundamental element in promoting a healthy school environment and contributing to their own emotional well-being.
Objective: To determine if there is a significant relationship between socio-emotional competence and resilience in a sample of Peruvian basic education teachers.
Methods: Quantitative, non-experimental, and cross-sectional research. The sample consisted of 30 teachers who were administered the Teacher Socio-emotional Competence Questionnaire and the Teacher Resilience Questionnaire, both instruments with adequate psychometric properties. The Pearson correlation coefficient (r) was used to evaluate correlations between variables and dimensions.
Results: Initially, it was identified that teachers were characterized by high levels of socio-emotional competence and resilience. Additionally, the Pearson correlation coefficient between both variables was 0.748 (p<0.001). Similarly, it was determined that resilience was also directly and significantly correlated with the dimensions of self-awareness (r= 0.706; p<0.001), self-regulation (r= 0.635; p<0.001), autonomy (r= 0.682; p<0.001), empathy (r= 0.603; p<0.001), and collaboration (r= 0.449; p=0.013).
Conclusions: There is a significant relationship between socio-emotional competence and resilience in a sample of Peruvian basic education teachers. Therefore, the implementation of professional development programs addressing these skills is suggested to enhance their emotional well-being.

How to Cite

1.
Bautista-Quispe JA, Estrada-Araoz EG, Sillo-Sosa J, Quispe-Aquise J, Yabar-Miranda PS, Lujano-Ortega Y, Cornejo-Valdivia G, Cruz-Visa GJ. Socio-emotional competence and resilience in Peruvian basic education teachers: A case study. Salud, Ciencia y Tecnología - Serie de Conferencias [Internet]. 2024 Apr. 30 [cited 2024 May 21];3:710. Available from: https://conferencias.saludcyt.ar/index.php/sctconf/article/view/710

The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.

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