Patricia Torrijos Fincias, Juan Francisco Martín Izard and Paloma No Gutiérrez. GE2O - University of Salamanca

1. 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 Educación
Grupo de Evaluación Educativa y Orientación (GE2O)
Facultad de Educación
Universidad de Salamanca

2. 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
EMOTIONAL
EDUCATION
• 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)

3. 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”

4. 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

5. Sample description
Teachers from two private schools that receive government
funding in Salamanca, more than 90% constituted the final
sample:
Group I: 27 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%).
Group II: 20 teachers
• 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%).

6. Variables & collecting data tools
Variable 1: Level of Emotional Development
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).
Variable 2: Level of conflict resolution skills
Measured through “Rubric” tools applied to practical situations that could
happen at school.
Variable 3: Level of motivation & satisfaction towards the program
Questionnaires of motivation & satisfaction toward the training in
emotional competences. Ad hoc made & validated through judges trial.
Follow-up journals and incidents´ registry.

7. 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

8. 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.

9. 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.

10. 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.

11. 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.

12. Bibliografía
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.

13. 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 Educación
Grupo de Evaluación Educativa y Orientación (GE2O)
Facultad de Educación
Universidad de Salamanca