Resumen

RENDON URIBE, María Alexandra. Socio-emotional skills of teachers in training and graduates of education programs. Prax. Saber [online]. 2019, vol.10, n.24, pp.243-270. ISSN 2216-0159.  https://doi.org/10.19053/22160159.v10.n25.2019.10004.

The socio-emotional skills and teaching styles of teachers in training and graduates of the University of Antioquia Faculty of Education is a quantitative, non-experimental, cross-sectional descriptive and correlational study. The findings are in line with the aim of assessing the socio-emotional skills of such teachers in training and graduates. The sample consisted of 131 participants, among graduates and enrolled students. Two instruments were used: a scale-type questionnaire to assess socio-emotional skills and the Trait Meta-Mood Scale (TMMS 24) to measure emotional intelligence. Nineteen surveyees were found to have a medium socio-emotional skill level and 112 have a high level. Leadership is the lowest rated skill (60,7%). The highest rated skill was conflict management (85,4%), followed by integrity (84,9%) and self-assessment (84,8%). With regard to the emotional intelligence test, the lowest average score came from the emotional perception factor with 28,9 points, and the highest came from emotional regulation with 30,3 points.

Palabras clave : socio-emotional skills; emotional intelligence; teacher training.

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