Keywords
teacher performance
socio-emotional competencies
teacher training
transformative education
How to Cite
Abstract
In this study, the impact of a training program in social self-awareness on teacher performance in a sample of education professionals was evaluated. A quasi-experimental design was used with pre-test and post-test, using an experimental group and a control group, to whom validated instruments were applied that measured emotional, relational, ethical and reflective dimensions of the teaching practice. The results showed significant improvements in all dimensions evaluated in the experimental group, with statistically relevant differences compared to the control group and high effect sizes. These findings confirm that the development of social self-awareness strengthens teacher performance from a comprehensive perspective, favoring not only personal growth, but also the quality of pedagogical interactions, institutional commitment, and school climate. It is concluded that incorporating socio-emotional competencies in teacher training is key to moving towards a more ethical, humane and transformative education.
References
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