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Artículos de Investigación

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

Modelo moderado de inteligencia emocional docente y trabajo colaborativo en aulas inclusivas

A moderate model of emotional intelligence for teachers and collaborative work in inclusive classrooms
Publicado
2026-05-25

La inteligencia emocional docente es un elemento importante para el clima en el aula y el desarrollo estudiantil. Debido a ello, la presente investigación tuvo como objetivo determinar si el trabajo colaborativo media la relación entre inteligencia emocional docente y desarrollo de habilidades sociales de los estudiantes, y si el grado escolar modera la fuerza de este efecto indirecto en aulas inclusivas de escuelas públicas de primaria, en Moquegua, Perú. El estudio tuvo un diseño transversal descriptivo-correlacional, con una muestra de 215 alumnos de primero a sexto grado y 15 docentes. Se aplicó la escala Wong and Law Emotional Intelligence Scale a los docentes y listas de cotejo observacional para el trabajo colaborativo y las habilidades sociales estudiantiles. Los resultados mostraron un nivel elevado de inteligencia emocional docente (M=5.82), correlaciones significativas con trabajo colaborativo (r=.41) y habilidades sociales (r=.35), y un efecto mediador del trabajo colaborativo (efecto indirecto=.18, IC95% [.07, .30]). Además, el grado escolar moderó la fuerza del efecto indirecto, con mayor impacto en niveles superiores. Se concluye que, la inteligencia emocional docente potencia el desarrollo de habilidades sociales a través del trabajo colaborativo, donde el grado escolar regula la magnitud de este efecto.

Teacher emotional intelligence is an important element for classroom climate and student development. Therefore, this research aimed to determine whether collaborative work mediates the relationship between teacher emotional intelligence and the development of students' social skills, and whether grade level moderates the strength of this indirect effect in inclusive classrooms of public primary schools in Moquegua, Peru. The study employed a descriptive-correlational cross-sectional design, with a sample of 215 students from first to sixth grade and 15 teachers. The Wong and Law Emotional Intelligence Scale was administered to the teachers, and observational checklists were used to assess collaborative work and students' social skills. The results showed a high level of teacher emotional intelligence (M=5.82), significant correlations with collaborative work (r=.41) and social skills (r=.35), and a mediating effect of collaborative work (indirect effect=.18, 95% CI [.07, .30]). Furthermore, grade level moderated the strength of the indirect effect, with a greater impact at higher levels. It is concluded that teachers' emotional intelligence enhances the development of social skills through collaborative work, with grade level regulating the magnitude of this effect.

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

Referencias

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