Socio-emotional competence and resilience in Peruvian basic education teachers: A case study

Abstract

Introduction: in an increasingly complex and diverse world, where socioemotional challenges are as relevant as academic ones, teachers' socio-emotional competence has become a fundamental element in promoting a healthy school environment and contributing to their own emotional well-being.Objective: to determine if there is a significant relationship between socio-emotional competence and resilience in a sample of Peruvian basic education teachers.Methods: quantitative, non-experimental, and cross-sectional research. The sample consisted of 30 teachers who were administered the Teacher Socio-emotional Competence Questionnaire and the Teacher Resilience Questionnaire, both instruments with adequate psychometric properties. The Pearson correlation coefficient (r) was used to evaluate correlations between variables and dimensions.Results: initially, it was identified that teachers were characterized by high levels of socio-emotional competence and resilience. Additionally, the Pearson correlation coefficient between both variables was 0,748 (p<0,001). Similarly, it was determined that resilience was also directly and significantly correlated with the dimensions of self-awareness (r= 0,706; p<0,001), self-regulation (r= 0,635; p<0,001), autonomy (r= 0,682; p<0,001), empathy (r= 0,603; p<0,001), and collaboration (r= 0,449; p=0,013).Conclusions: there is a significant relationship between socio-emotional competence and resilience in a sample of Peruvian basic education teachers. Therefore, the implementation of professional development programs addressing these skills is suggested to enhance their emotional well-being