Emotional competencies and psychological well-being of educational science professionals: integrating quantitative and qualitative methods.
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| Title: | Emotional competencies and psychological well-being of educational science professionals: integrating quantitative and qualitative methods. |
|---|---|
| Authors: | Oyarzún Gómez, Denise1 (AUTHOR) denise.oyarzun@ucentral.cl, Dauvin Herrera, Cristóbal2 (AUTHOR), Eguia Elias, Cesar3 (AUTHOR) |
| Source: | Frontiers in Education. 2025, p1-14. 14p. |
| Subject Terms: | *Emotional competence, *Qualitative research, *Educators, *COVID-19 pandemic, *Mixed methods research, *Continuing education, Psychological well-being, Chileans |
| Geographic Terms: | Chile |
| Abstract: | Objective: In the post-pandemic context, positive mental health indicators for professionals working in schools have not been frequently researched. This study's principal objective is to determine the relationship between emotional competencies and psychological well-being among educational science professionals enrolled in continuing education programs during the post-pandemic period in Chile. A secondary objective is to describe the qualitative perceptions of the relationship between emotional competencies and psychological well-being in this sample of Chilean professionals. Method: A mixed convergent, non-experimental, cross-sectional approach was used. The initial phase was quantitative, correlational, and comparative, while the subsequent phase was qualitative, exploratory, and descriptive. The sample consisted of 193 educational science professionals, with an average age of 38.56 years (SD = 8.52), including 61.7% of women. Participants completed an online questionnaire that featured the Emotional Competencies Inventory for Adults (ICEA), Scale of Psychological Well-being (SPWB), open-ended questions, and sociodemographic data. Scale reliability, descriptive statistics, Pearson's correlation, and t-tests for mean differences were performed for analysis. Qualitative data were examined through thematic analysis, which identified codes and themes to enrich the quantitative findings. Results: Validity evidence was reported for the ICEA and SPWB. The findings revealed a connection between emotional competencies and psychological well-being. Differences in emotional regulation and positive relationships were observed, favoring women. Other educational science professionals achieved higher average scores in emotional awareness, which was qualitatively described as a process of personal transformation. Teachers demonstrated elevated levels of emotional autonomy and personal growth. Qualitative accounts indicated that recognizing strengths and weaknesses facilitated personal growth and improvement. It was found that professionals in virtual programs attained higher scores for ICEA, autonomy, and emotional regulation. Conclusion: This research adds to the growing body of evidence supporting the relationship between emotional competencies and psychological well-being. Its specific contribution focused on professionals currently enrolled in postgraduate programs while working in schools. The findings provide insights to inform the design of policies and training practices that foster the comprehensive development of these professionals in the post-pandemic context. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188805855 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Emotional competencies and psychological well-being of educational science professionals: integrating quantitative and qualitative methods. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Oyarzún+Gómez%2C+Denise%22">Oyarzún Gómez, Denise</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> denise.oyarzun@ucentral.cl</i><br /><searchLink fieldCode="AR" term="%22Dauvin+Herrera%2C+Cristóbal%22">Dauvin Herrera, Cristóbal</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Eguia+Elias%2C+Cesar%22">Eguia Elias, Cesar</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Frontiers+in+Education%22">Frontiers in Education</searchLink>. 2025, p1-14. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Emotional+competence%22">Emotional competence</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Continuing+education%22">Continuing education</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+well-being%22">Psychological well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Chileans%22">Chileans</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Objective: In the post-pandemic context, positive mental health indicators for professionals working in schools have not been frequently researched. This study's principal objective is to determine the relationship between emotional competencies and psychological well-being among educational science professionals enrolled in continuing education programs during the post-pandemic period in Chile. A secondary objective is to describe the qualitative perceptions of the relationship between emotional competencies and psychological well-being in this sample of Chilean professionals. Method: A mixed convergent, non-experimental, cross-sectional approach was used. The initial phase was quantitative, correlational, and comparative, while the subsequent phase was qualitative, exploratory, and descriptive. The sample consisted of 193 educational science professionals, with an average age of 38.56 years (SD = 8.52), including 61.7% of women. Participants completed an online questionnaire that featured the Emotional Competencies Inventory for Adults (ICEA), Scale of Psychological Well-being (SPWB), open-ended questions, and sociodemographic data. Scale reliability, descriptive statistics, Pearson's correlation, and t-tests for mean differences were performed for analysis. Qualitative data were examined through thematic analysis, which identified codes and themes to enrich the quantitative findings. Results: Validity evidence was reported for the ICEA and SPWB. The findings revealed a connection between emotional competencies and psychological well-being. Differences in emotional regulation and positive relationships were observed, favoring women. Other educational science professionals achieved higher average scores in emotional awareness, which was qualitatively described as a process of personal transformation. Teachers demonstrated elevated levels of emotional autonomy and personal growth. Qualitative accounts indicated that recognizing strengths and weaknesses facilitated personal growth and improvement. It was found that professionals in virtual programs attained higher scores for ICEA, autonomy, and emotional regulation. Conclusion: This research adds to the growing body of evidence supporting the relationship between emotional competencies and psychological well-being. Its specific contribution focused on professionals currently enrolled in postgraduate programs while working in schools. The findings provide insights to inform the design of policies and training practices that foster the comprehensive development of these professionals in the post-pandemic context. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Frontiers in Education is the property of Frontiers Media S.A. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3389/feduc.2025.1647597 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 1 Subjects: – SubjectFull: Emotional competence Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Educators Type: general – SubjectFull: COVID-19 pandemic Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Continuing education Type: general – SubjectFull: Psychological well-being Type: general – SubjectFull: Chileans Type: general – SubjectFull: Chile Type: general Titles: – TitleFull: Emotional competencies and psychological well-being of educational science professionals: integrating quantitative and qualitative methods. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Oyarzún Gómez, Denise – PersonEntity: Name: NameFull: Dauvin Herrera, Cristóbal – PersonEntity: Name: NameFull: Eguia Elias, Cesar IsPartOfRelationships: – BibEntity: Dates: – D: 22 M: 10 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2504284X Titles: – TitleFull: Frontiers in Education Type: main |
| ResultId | 1 |
