Emotional intelligence and school social climate in a Public Educational Institution, Ascope (La Libertad), year 2017

Abstract

The purpose of the present investigation was to determine the relationship between the emotional intelligence of the teachers of a public educational institution in the province of Ascope (La Libertad) and the school social climate of their respective classrooms in 2017. Research has had a quantitative approach, with non-experimental design, descriptive-correlational and transectional or transversal, whose sample was made up of a total of 15 teachers from different classrooms corresponding to the fourth and fifth year of secondary education. For data collection, the BarOn questionnaire was used to measure the emotional intelligence of teachers, as well as the Moos and Tricket questionnaire, according to the Fraser & Fisher short version, to measure the school social climate. The results have shown that there is an inverse but not significant relationship between the variables analyzed.