Group Segmentation as a Strategy for Implementing the Intervention Programme in Emotional Education for Infant and Primary Teachers

Bibliographic Data

ID15467441
AuthorsMa Alicia Camina Martins (0000-0002-2057-1762, Universidad de Valladolid, corresponding author), Wendy L Arteaga-Cedeño (0000-0002-4134-4884, Universidad de Valladolid), Luis Jorge Martín Antón (0000-0003-0534-960X, Universidad de Valladolid), Paula Molinero-González (0000-0003-4283-9149, Universidad de Valladolid)
Year2022
Volume19
Issue23
Pages15702-15702
Publication date2022-11-25
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Environmental Research and Public Health (JOURNAL)
Journal identifiersISSN: 1661-7827 • E-ISSN: 1660-4601
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph192315702
PMID36497773
OpenAlexW4310375421
LanguageEN
Citations received4
References cited42

Emotional intelligence is a key social skill for teachers. The teaching profession requires programmes that are geared towards emotional education that will enable teachers to develop emotional intelligence in order to foster their general well-being. The aims of this paper were: firstly, to test the effectiveness of the programme in emotional education implemented through group segmentation based on teachers' sociodemographic and work profile factors, and secondly, to ascertain whether there were any significant differences in the factors that make up the model of emotional intelligence with regard to the sociodemographic and work variables of teachers in the experimental group in a pre-post analysis study. The design of the research was experimental. The sample was made up of 351 infant and primary education teachers, 190 in the experimental group and 161 in the control group. We used the Trait Meta-Mood Scale-24 together with a questionnaire to define teachers' sociodemographic and work profiles. Implementing the emotional education programme led to significant differences in the three factors of emotional intelligence (perception, understanding and emotional regulation) depending on the sociodemographic and work profile of the teachers in the experimental group. Applying segmentation allows us to conclude that intervention programmes should be adapted to the sociodemographic and work profile of the participant group. When designing programmes, the method considered should be active, participative, flexible and focused on the teachers' own experience

Developmental psychology · Emotional intelligence · Intervention (counseling · Medical education · Mood · Perception · Scale (ratio · Test (biology · Trait · Applied Psychology · Child and Adolescent Psychosocial and Emotional Development · Computer Science · Early Childhood Education and Development · Emotional Intelligence and Performance · Medicine · Psychology · Social Psychology

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