Emotional Intelligence: Association With Negative Emotions and job Performance in University Teachers

Authors

DOI:

https://doi.org/10.15359/ree.27-1.14391

Keywords:

Job performance, emotional intelligence, mental health, emotional response

Abstract

Objective. Our aim was to determine the relationship between emotional intelligence, negative emotions, and job performance, and the level of these variables in university teaching staff. Method. It is a basic, descriptive, simple correlational transactional research; the complete Baron ICE:NA emotional intelligence test, the inventory of emotional regulation skills and the job performance questionnaire were used with a sample of 75 teachers, average age 45 years, in two universities in Peru. Frequencies and Pearson’s correlation were used in the analysis. Conclusions. The results show a positive association between emotional intelligence and job performance; on the other hand, emotional intelligence and job performance are negatively associated with negative emotions. In addition, the level found in emotional intelligence is balanced, regular in negative emotions and good for job performance. The study determines that, if negative emotions are regulated, it would improve the emotional intelligence and job performance of teachers.

Author Biographies

William Castro-Paniagua, Universidad Nacional José María Arguedas

Docente investigador de la Universidad Nacional José María Arguedas. Doctor en Ciencias de la Educación. Magíster en Docencia Universitaria. Licenciado en Pedagogía. Competencias: currículo, estrategias de aprendizaje, educación intercultural e inteligencia emocional. Docente en pre y postgrado. Publicaciones científicas. Formulador y evaluador de proyectos de investigación en educación.

Abdías Chávez-Epiquén, Universidad Nacional de Frontera

Doctor en Administración, Magíster en Gestión, Licenciado en Educación. Docente ordinario de la Universidad Nacional Ciro Alegría. Especialista en Investigación en Administración y Educación, con dominio en Planeamiento Estratégico, Comportamiento Organizacional, Gestión de Personal. Docente de pre y postgrado.

José Carlos Arévalo-Quijano, Universidad Nacional José María Arguedas

Docente Principal de la Universidad Nacional José María Arguedas. Doctor en Ciencias de la Educación. Posdoctorado en Investigación Cualitativa y Didáctica. Magíster en Docencia Superior. Licenciado en Educación y Abogado. Especialista en Lingüística quechua y educación intercultural. Experiencia en pre y postgrado. Formulador de proyectos de investigación en educación.

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Published

2023-01-01

How to Cite

Emotional Intelligence: Association With Negative Emotions and job Performance in University Teachers (W. Castro-Paniagua, A. Chávez-Epiquén, & J. C. Arévalo-Quijano , Trans.). (2023). Revista Electrónica Educare, 27(1), 1-17. https://doi.org/10.15359/ree.27-1.14391

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Section

Journal Articles (Peer Reviewed Section)

How to Cite

Emotional Intelligence: Association With Negative Emotions and job Performance in University Teachers (W. Castro-Paniagua, A. Chávez-Epiquén, & J. C. Arévalo-Quijano , Trans.). (2023). Revista Electrónica Educare, 27(1), 1-17. https://doi.org/10.15359/ree.27-1.14391

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