Exploratory Study on the Emotional Competencies of Teachers in Times of the Covid-19 Pandemic

Abstract

With the aim of exploring the emotional competencies available to teachers in times of the Covid-19 pandemic in schools of various educational levels, 420 teachers (80% men and 20% women) between 31 and 58 years of age participated (M_age= 42.81, SD = 9.7 years). We designed a five-question questionnaire and applied the Emotional Competencies Questionnaire for Adults (CCEA). After requesting for permission, we applied tests online in May 2020. With the answers to the questionnaire, we carried out content analysis through categorizations and examined the CCEA. We found that the concern category had 27.45%, which includes feelings of uncertainty or anxiety; then well-being with 17.77%, referring to happiness and satisfaction; and in third place stress with 14.09%. Among teachers, 44.8% manage their emotions through some type of activity such as exercise and relaxation, 20.8% make use of emotional competencies such as optimism, self-regulation, and patience, among others, and 6.2% resort to their support networks. During this time, the learning most mentioned by the teachers was patience 8.47%, emotional regulation 8.31%, and adaptability 7.81%. Finally, they highlighted the importance of putting into practice or developing emotional skills, such as emotional support, optimism, empathy, consideration for other people, and resilience.