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Artículos de Investigación

Vol. 6 Núm. 11 (2026): Revista Simón Rodríguez

Inteligencia emocional docente y desarrollo del pensamiento creativo en estudiantes de posgrado

Emotional intelligence in teachers and the development of creative thinking in graduate students
Publicado
2026-02-26

La educación superior contemporánea demanda docentes capaces de combinar competencias emocionales con el fomento de la creatividad estudiantil. Debido a esto, el objetivo de la investigación fue analizar la relación entre la inteligencia emocional docente y el desarrollo creativo en estudiantes de maestría de una universidad pública en Perú. Se implementó un diseño correlacional de corte transversal y contó con una muestra conformada por 52 docentes y 52 alumnos de posgrado. A los profesores se les administró un cuestionario que evaluó la inteligencia emocional y los maestrantes respondieron un instrumento diseñado para medir el desarrollo creativo. Como resultado del estudio se obtuvo que la correlación de Spearman evidenció una asociación positiva, fuerte y estadísticamente significativa entre ambas variables (rs = .759, p < .001). Asimismo, el modelo de regresión indicó que la inteligencia emocional explicó el 57.6 % de la varianza en el desarrollo creativo (R² = .576, p < .001), lo que confirma su papel como un predictor relevante en el fortalecimiento de las competencias creativas en estudiantes de posgrado. Se concluye que la gestión emocional del profesorado constituye un predictor clave para potenciar la creatividad en la educación de posgrado.

Contemporary higher education demands faculty capable of combining emotional competencies with the fostering of student creativity. Therefore, the objective of this research was to analyze the relationship between faculty emotional intelligence and creative development in master's students at a public university in Peru. A cross-sectional correlational design was implemented with a sample of 52 faculty members and 52 graduate students. Faculty members completed a questionnaire assessing emotional intelligence, while graduate students completed an instrument designed to measure creative development. The study's results showed that Spearman's rank correlation coefficient revealed a strong, statistically significant, positive association between the two variables (rs = .759, p < .001). Furthermore, the regression model indicated that emotional intelligence explained 57.6% of the variance in creative development (R² = .576, p < .001), confirming its role as a relevant predictor of the strengthening of creative competencies in graduate students. It is concluded that teachers' emotional intelligence is a key predictor of fostering creativity in postgraduate education.

Número:
Vol. 6 Núm. 11 (2026): Revista Simón Rodríguez
Sección:
Artículos de Investigación

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