Professional performance of the preschool teacher supported by emotional intelligence

Abstract

The purpose of this research is, on the one hand, to deepen the professional performance of the preschool teacher supported by emotional intelligence, on the other, to investigate the participants’ knowledge about the topic addressed and to identify the skills of emotional intelligence applied in pedagogical practice. Personal competence (self-awareness and self-management)
and social competence (social awareness and relationship management) are among the domains of emotional intelligence and associated competencies; however, emotional competences are part of everyday life, and correspond to a broad construct that includes various processes of human emotions, which makes them complex and multidimensional.
The research was based on the postpositivist paradigm with a qualitative approach, following the hermeneutic approach. The participants were four teachers who work in a preschool institution. A semi-structured interview was used to collect the data. To process the gathered information, categorization and structuring were carried out, which allowed triangulation of the data. The findings obtained revealed that teachers have knowledge about emotional intelligence and its importance in preschool education; despite the difficulties that have arisen, they try to apply skills to manage emotions, such as patience, self-control, empathy, and trust, which helps them in their professional performance; therefore, it is essential that the emotional component
has a greater presence in the permanent teachers training, because a recognition of emotional competence allows better pedagogical practice in the professional performance of instructors in preschool education.