Influencia de la inteligencia emocional en el proceso de enseñanza- aprendizaje, en una institución de educación superior en Bogotá, Colombia.

Abstract

This document responds to the master's thesis in education, wanting to investigate the relationship of emotional intelligence with the teaching-learning process in undergraduate processes, taking into account its influence and, if this type of intelligence generates a certain effectiveness in the learning process. Antecedents were searched, finding a wide range of investigations, which in a high percentage affirm a direct relationship between these two dimensions and some authors who deny a direct relationship between these two processes. The study was developed under the line of qualitative research, as a case study. The desire of the investigation is socially critical since it is desired to respond to a possible educational problem. The total number of students who participated in the information collection process was 263, along with 36 teachers. which can be considered a significant sample. The process was carried out in the following order: Three questionnaires taken from the 360° evaluation of the study carried out by Bisquerra, Martínez, Obiols and Pérez were used. The number of the population in this application responds to a total of 201 participants, who are part of different careers and conferences of the university institution in which the information was collected. In a second moment, a self-made questionnaire was applied that was validated by three experts from the Universidad La Gran Colombia, with a total of 84 students, which responds to the relationship of emotional intelligence with the learning process and finally, a semi-structured interview which seeks to relate the perception of the students regarding the component of Emotional Intelligence and its relationship with the learning process, which was carried out in person and individually with the participation of 14 students. The total population that participated in the collection of information was 299 people, including students of various courses and careers, along with some teachers who accompanied them in their training process. The data was analyzed in three segments, firstly, to identify emotional competencies or their absence, secondly, the relationship between Emotional Intelligence and the teaching-learning process, and finally, the triangulation of these competencies with the findings. obtained from the previous steps.