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Emotional intelligence techniques to cope with stress in high school teachers

Author

Listed:
  • Elda Esperanza Martínez Garza

    (Secretaría de Educación Pública (SEP), Ciudad de México, México)

  • Rodrigo Ramón Randy Acosta Favela

    (Secretaría de Educación Pública (SEP), Ciudad de México, México.)

  • Carolina Guadalupe Juárez Jáuregui

    (Secretaría de Educación Pública (SEP), Ciudad de México, México.)

  • Carlos Tohil Trejo Rodríguez

    (Secretaría de Educación Pública (SEP), Ciudad de México, México.)

Abstract

A mixed-method study with a quasi-experimental design was conducted to analyze the impact of an emotional intelligence workshop on stress management among high school teachers. The study included 65 teachers from a public institution, who administered the Maslach Burnout Inventory before and after the intervention. Qualitative observations were also collected during the workshop. The results showed no statistically significant differences in the subscales of emotional exhaustion, depersonalization, or personal accomplishment, although a positive trend was observed in the latter dimension. Participants' perceptions indicated greater emotional awareness and a positive assessment of the training experience. Despite the study's methodological limitations—such as the absence of a control group and the lack of aggregate descriptive statistics—the intervention offered relevant evidence of the potential of emotional intelligence as a tool to support teacher well-being. Future research with more robust designs and longitudinal follow-up was deemed necessary to more accurately assess the effects of this type of program in education

Suggested Citation

Handle: RePEc:cvp:pedagi:v:4:y:2025:i:2:id:109
DOI: 10.69821/constellations.v4i2.109
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