Educational styles and emotional intelligence in teachers of Christian Schools in the city of Juliaca

Abstract

The aim of this research was to determine the relationship between educational styles and emotional intelligence in teachers of Christian educational institutions in the city of Juliaca. The methodology involves the study of correlational type, non-experimental design and cross-sectional; the population being 150 teachers, with a sample of 100. For the measurement of the variables two measuring instruments were used: one on Profile of educational styles and the Inventory of emotional intelligence. The results indicate a direct and significant correlation between educational styles and emotional intelligence at a
moderate level (Rho: 0.492) that is statistically significant (p = 0.006). Between the overprotective educational style and emotional intelligence, a negat ive correlation of low magnitude was found (Rho = -0.242) which in turn is statistically significant (p = 0.015). Between the punitive educational style and emotional intelligence, an indirect correlation of low level is observed (Rho = -0.334 which is statistically significant (p = 0.001). Between the inhibitionist educational style and emotional intelligence, a very high degree of association was found low and indirect (Rho = -0.102), however, this is not statistically significant (p = 0.314) In conclusion, it was found that there is a positive correlation between educational styles and emotional intelligence in teachers of Christian educational institutions. a relationship of moderately developed and statistically significant was evidenced, which implies that, as there is a higher prevalence of some of the variables such as educational styles and emotional intelligence, this presents the tendency to generate favorable attitudes when assuming the responsibility of teachers and have clear strategies for a good methodology with the student.