Emotional Competencies and Teaching Practice in the Reopening of Peruvian Schools After the COVID-19 Pandemic

Abstract

Purpose: The transition from virtuality to face-to-face classes, in the post-Covid-19 pandemic process, required an academic look at how teachers were adapting to the reopening of schools. The purpose of this study is to determine the relationship between emotional competencies and teaching practice in this process.   Method: The methodology with quantitative route and correlational scope was used, two instruments were built for both study variables, which were administered to a sample of 141 teachers belonging to Regular Basic Education schools in Lima.   Results and conclusion: The statistical processing allowed to conclude that there is a high positive relationship between emotional competencies and teaching practice during the reopening of Peruvian schools after the Covid-19 pandemic, considering the Rho Spearman coefficient of 0,757. It is in this sense, teachers making use of their abilities and skills should use emotional competencies in their educational community. In addition to making use of all the resources to improve their professional performance.   Research implications: The teaching practice implies professional performance, has as its center the integral formation of the student, providing them with the necessary curricular contents and an education in values.   Originality/value: This questionnaire had 28 items. Both instruments went through expert judgment and reliability with a Cronbach's Alpha value of .953 and .942, respectively. It was also shown that they are highly reliable for the application.