Resumen

ROJAS DE COMECA, Emma de Jesús Ynga; OLIVERA YLLA, Carlos Alberto  y  RAMIREZ MENDOZA, Pedro Nicolas. SOCIO-EMOTIONAL COMPETENCIES AND PEDAGOGICAL PRACTICE IN A BASIC PRIMARY EDUCATION INSTITUTION. Aula Virtual [online]. 2024, vol.5, n.12, e382.  Epub 27-Dic-2024. ISSN 2665-0398.  https://doi.org/10.5281/zenodo.14063779.

The objective of this research was to analyze the relationship between socio-emotional competencies (SEC) and the pedagogical practice of primary school teachers. A quantitative correlational study was carried out with a census sample of 20 teachers from an educational center in Bagua, Peru. SECs were evaluated with an instrument by Zych et al., (2018), and teaching practice, with the model of Martínez et al., (2020). The results show a significant positive correlation between the dimensions of SEC (self-awareness, self-regulation, social awareness, decision-making) and teaching practice, with p-values less than 0.05. This suggests that greater mastery of ECS is related to more effective pedagogical practice. It is concluded that it is crucial to include the development of SEC in teacher training to improve teacher performance and well-being.

Palabras clave : Socio-emotional competencies; pedagogical practice; awareness; self-regulation; social awareness.

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