Versión corta del cuestionario de habilidades y competencia emocional para profesores

Sabina N. Valente; Sergio Dominguez-Lara; Abílio A. Lourenço; Pedro Amaro; Leandro S. Almeida

doi:10.22235/cp.v19i1.4267

Authors

Sabina N. Valente Instituto Politécnico de Portalegre, CARE - Centro de Investigação em Saúde e Ciências Sociais https://orcid.org/0000-0003-2314-3744
Sergio Dominguez-Lara Universidad de San Martín de Porres https://orcid.org/0000-0002-2083-4278
Abílio A. Lourenço University of Minho https://orcid.org/0000-0001-6920-0412
Pedro Amaro Polytechnic Institute of Portalegre https://orcid.org/0000-0002-0342-8892
Leandro S. Almeida University of Minho https://orcid.org/0000-0002-0651-7014

DOI:

https://doi.org/10.22235/cp.v19i1.4267

Keywords:

emotional competence, Emotional intelligence, emotional abilities, teachers, measurement validity

Abstract

Numerous studies demonstrate the beneficial effects of emotional intelligence on teachers’ work, and it is, therefore, increasingly becoming an essential skill for teachers. However, although several studies have shown that emotional intelligence positively impacts the teaching and learning process, there are few instruments to assess emotional skills and competence specifically in teachers. The present study aimed to analyse the internal structure of the Emotional Skills and Competence Questionnaire for Teachers (ESCQ-T) and to derive a short version. 1619 teachers from Portuguese schools participated in the study, divided into two samples (validation and replication). The analysis was framed within the framework of exploratory structural equation modelling. A short version of the 15-item ESCQ-T (ESCQ-T15) was obtained considering several criteria with favourable psychometric evidence: empirical equivalence with the ESCQ-T, well-defined internal structure, and adequate reliability coefficients. After consolidating the short version, the invariance between men and women in the two samples was analysed. The results showed that the ESCQ-T15 is valid and reliable. It is concluded that this short version can be a valuable instrument for assessing teachers’ emotional skills and competences.

Downloads

Download data is not yet available.

References

Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2022). Stress, burnout, anxiety and depression among teachers: A scoping review. International Journal of Environmental Research and Public Health, 19(17). https://doi.org/10.3390/ijerph191710706

Asociación Médica Mundial. (2013). Declaración de Helsinki.

Asparouhov, T., & Muthén, B. (2009). Exploratory Structural Equation Modeling. Structural Equation Modeling: A Multidisciplinary Journal, 16(3), 397-438. https://doi.org/10.1080/10705510903008204

Brackett, M. A., & Salovey, P. (2006). Measuring emotional intelligence with the Mayer-Salovery-Caruso emotional intelligence test (MSCEIT). Psicothema, 18, 34-41.

Bru-Luna, L. M., Martí-Vilar, M., Merino-Soto, C., & Cervera-Santiago, J. L. (2021). Emotional intelligence measures: a systematic review. Healthcare, 9(12). https://doi.org/10.3390/healthcare9121696

Centeno-Leyva, S., & Dominguez-Lara, S. (2020). La replicabilidad en la investigación psicológica: una reflexión. Interacciones, 6(3). https://doi.org/10.24016/2020.v6n3.172

Costa, A., & Faria, L. (2022). The impact of implicit theories on students’ emotional outcomes. Current Psychology, 41, 2354-2363. https://doi.org/10.1007/s12144-020-00750-z

Dominguez-Lara, S., Peceros-Pinto, B., Valente, S. N., Lourenço, A. A., & Flores-Cataño, K. R. (2023). Análisis estructural de una versión breve de la Trait Meta-Mood Scale en adolescentes peruanos. Revista Fuentes, 25(1), 82-100. https://doi.org/10.12795/revistafuentes.2023.22077

Faria, L., & Lima-Santos, N. (2012). Emotional intelligence in the Portuguese academic context validation studies of the emotional skills and competence questionnaire (ESCQ). Behavioral Psychology/Psicología Conductual, 20(1), 91-102. https://www.behavioralpsycho.com/wp-content/uploads/2019/08/06.Faria_20-1.pdf

Fernández-Berrocal, P., & Extremera Pacheco, N. (2002). La inteligencia emocional como una habilidad esencial en la escuela. Revista Iberoamericana de Educación, 29(1), 1-6. https://doi.org/10.35362/rie2912869

Ciencias Psicológicas, enero-junio 2025; 19(1), e-4267

DOI: 10.22235/cp.v19i1.4267

Versión corta del cuestionario de habilidades

y competencia emocional para profesores

Fitzgerald, S., McGrath-Champ, S., Stacey, M., Wilson, R., & Gavin, M. (2019). Intensification of teachers’ work under devolution: A ‘tsunami’ of paperwork. Journal of Industrial Relations, 61(5), 613-636. https://doi.org/10.1177/0022185618801396

Fu, W., Wang, C., Tang, W., Lu, S., & Wang, Y. (2021). Emotional intelligence and well-being of special education teachers in China: The mediating role of work-engagement. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.696561

Gabrijelčič, M. K., Antolin, U., & Istenič, A. (2021). Teacher’s social and emotional competences: A study among student teachers and students in education science in Slovenia. European Journal of Educational Research, 10(4), 2033-2044. https://doi.org/10.12973/eu-jer.10.4.2033

Gill, G. S., & Sankulkar, S. (2017). An exploration of emotional intelligence in teaching: comparison between practitioners from the United Kingdom & India. Journal of Psychology and Clinical Psychiatry, 7(2), 1-6. https://doi.org/10.15406/jpcpy.2017.07.00430

Kant, R., & Shanker, A. (2021). Relationship between emotional intelligence and burnout: An empirical investigation of teacher educators. International Journal of Evaluation and Research in Education, 10(3), 966-975. https://doi.org/10.11591/ijere.v10i3.21255

Lourenço, A. A., Valente, S., Dominguez-Lara, S. & Fulano, C. S. (2024). El impacto de la inteligencia emocional en los modelos de enfoques de enseñanza. Revista Electrónica Interuniversitaria de Formación del Profesorado, 27(3), 171-187. https://doi.org/10.6018/reifop.614521

Mayer, J. D., & Salovey, P. (1997). What is Emotional Intelligence? En P. Salovey & J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-31). Basic Books.

Muthén, L. K., & Muthén, B. O. (1998-2015). Mplus User's Guide (7th edition).

Extremera Pacheco, N., Mérida-López, S., Rey, L., & Peláez-Fernández, M. A. (2021). Programa CRECIENDO: creando competencias de inteligencia emocional en nuevos docentes. Know and Share Psychology, 1(4). https://doi.org/10.25115/kasp.v1i4.4340

Peláez-Fernández, M. A., Mérida-López, S., Sánchez-Álvarez, N., & Extremera Pacheco, N. (2021). Managing teachers' job attitudes: the potential benefits of being a happy and emotional intelligent teacher. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.661151

Schoeps, K., Postigo Zegarra, S., Mónaco, E., González, R., & Montoya Castilla, I. (2020). Valoración del programa de educación emocional para docentes (Mademo). Know and Share Psychology, 1(4), 159-170. https://doi.org/10.25115/kasp.v1i4.4380

Schoeps, K., Tamarit, A., Zegarra, S. P., & Montoya-Castilla, I. (2021). Los efectos a largo plazo de las competencias emocionales y la autoestima en los síntomas internalizantes en la adolescencia. Revista de Psicodidáctica, 26(2), 113-122. https://doi.org/10.1016/j.psicod.2020.12.001

Takšić, V., Mohorić, T., & Duran, M. (2009). Emotional skills and competence questionnaire (ESCQ) as a self-report measure of emotional intelligence. Horizons of Psychology, 18(3), 7-21. https://doi.org/10.1037/t63691-000

Valente, S., & Lourenço, A. A. (2020). Conflict in the classroom: How teachers’ emotional intelligence influences conflict management. Frontiers in Education, 5, 5. https://doi.org/10.3389/feduc.2020.00005

Valente, S. N., Lourenço, A. A., & Dominguez-Lara, S. (2022). Teachers in the 21st Century: Emotional intelligence skills make the difference. En H. Şenol (Ed.), Pedagogy - Challenges, Recent Advances, New Perspectives, and Applications (pp. 1-15). IntechOpen Limited. https://doi.org/10.5772/intechopen.103082

Valente, S. N., Lourenço, A. A., Dominguez-Lara, S., Mohorić, T., & Takšić, V. (2023). Psychometric proprieties of the emotional skills and competence questionnaire for teachers. International Journal of Instruction, 16(4), 55-70. https://doi.org/10.29333/iji.2023.1644a

Wang, L. (2022). Exploring the relationship among teacher emotional intelligence, work engagement, teacher self-efficacy, and student academic achievement: A moderated mediation model. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.810559

Wong, C. S., & Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. Leadership Quarterly, 13(3), 243-274. http://doi.org/10.1016/s1048-9843(02)00099-1