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Revista Psicopedagogia
Print version ISSN 0103-8486
Abstract
TREVIZANI, Lenara Patrícia and MARIN, Angela Helena. Emotional competence in teachers and their relationship with time of teaching and satisfaction with work. Rev. psicopedag. [online]. 2020, vol.37, n.112, pp.52-63. ISSN 0103-8486. https://doi.org/10.5935/0103-8486.20200002.
The present study aimed to investigate the emotional competence self-perception of elementary school teachers and their relationship with time of teaching practice and satisfaction with work. The level of academic training, the weekly workload, the number of students and the differences between male and female teachers, as well as the perception of emotional competence and satisfaction with work were also evaluated. It´s a research with cross-sectional, correlational and comparative design, with the participation of 53 teachers who works in public schools in the metropolitan region of Porto Alegre, which replied to the questionnaire of sociodemographic and employment data, Emotional Skills Inventory and job satisfaction survey. The data were analyzed through descriptive statistics (averages, percentages) and inferential statistics (Pearson correlation, t Test), which indicated that the participants with more teaching time and increased workload weekly have higher job satisfaction intrinsic at work. In addition, the greatest satisfaction with the physical work environment is related to higher levels of regulation of low power emotions in themselves, emotional expressiveness, perception of emotions, regulation of high power emotions in themselves, and general factor of emotional competences. Male teachers also exhibit greater regulation of low-power emotions in themselves. It´s believed that the found results could serve as a subsidy to support interventions with a view to promoting well-being and development of teacher emotional competence as a means of fostering improvements in the school environment.
Keywords : Teachers; Emotional Competence; Job Satisfaction.
