Competencia emocional del profesorado de un instituto de bachillerato. : Experiencia de seis profesores

Sammanfattning: Monsalve, Carlos. (2010) Emotional skills of a high school teaching staff. Experiences from six teachers. Master in Pedagogy - final examination, 30 hp, Institute of Pedagogy, Stockholm University. This research will be conducted as a final examination for the Master in Pedagogy, which I am currently attending in the Institute of Pedagogy at the Stockholm University (Sweden). My interest on this research grew up from the moment in which I identified in my experience as a teacher, the importance of a good emotional management (own emotions and other's as well) by teachers at a high school in the city of Badajoz, Spain. This is so, because this educational institute is localized in a low socio-economical status (marginalized area), which causes the students to have specific emotional difficulties that affect their normal performance in their studies and outcomes. In the same way and as a consequence of the above, it became evident to me the conclusion that teachers should be properly prepared for an effective support that students with such difficulties required. As another main reason for this investigation, it should be pointed out the existing necessity of new input in the researching ground required within the Emotional Intelligence area and its relationship with education. Most of the concepts in this respect will be supported by the formulations of the American psychologist D. Goleman. (1996). In this work, I would also like to contribute with a different analysis, employing the phenomenological method of the French philosopher Merleau-Ponty for interview analysis. Within this research, six teachers from the mentioned institution were interviewed so as to find out about their personal experiences related to the emotional ambit. Such experiences were analyzed using the phenomenological method formulated by Merleau-Ponty as I mentioned before. After the respective conclusions derived from the analysis conducted on the interviews, they followed a confrontation with the Emotional Intelligence theory by Goleman, (1996), and finally, the formulation of a conclusion which enables a solution to the questions posed in the objectives, and consequently responds to the hypothesis conceived.   Key words: EQ, Emotional Intelligence (IE), Emotional Skills, Phenomenology of Merleau-Ponty, Phenomenological Methodology of Merleau-Ponty.