Facilitadores y barreras en la implementación de proyectos de educación emocional en Andalucía

Miguel Ángel Yunta-Ibarrondo; Clara Romero-Pérez

doi:10.18172/con.5358

Authors

Miguel Ángel Yunta-Ibarrondo Universidad de Sevilla https://orcid.org/0000-0002-4894-652X
Clara Romero-Pérez Universidad de Sevilla https://orcid.org/0000-0002-3159-2008

DOI:

https://doi.org/10.18172/con.5358

Keywords:

Teachers, emotional education, educational innovation, educational research, opinion, educational projects

Abstract

Many educational systems develop plans to foster the social and emotional competences of schoolchildren. The European Commission includes social and emotional competences as a key dimension and recommends integrating these competences in the curriculum. This study seeks to identify the facilitating elements and the barriers perceived by teachers in the implementation of emotional education projects and to explore possible significant differences in the perception of these factors depending on the leadership of the teachers in these projects and on their teaching experience. The sample consisted of 869 teachers of pre-school, primary and secondary education from public centers in Andalusia. A descriptive and comparative non-experimental study with a cross-sectional design was carried out using an ad hoc questionnaire. The elements which facilitate the development of projects in emotional education are identified with the organizational characteristics of the projects, with elements related to the culture of the center as well as the support perceived by the board of directors. Teachers did not report barriers. Identifying perceived facilitators and obstacles is different depending on teacher leadership and years of teaching experience. These results show that the teachers in this survey perceive more facilitators than barriers in the implementation of the emotional education projects they carry out. They also indicate the importance of planning, leadership and institutional culture for the proper development of these projects.

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Author Biographies

Miguel Ángel Yunta-Ibarrondo, Universidad de Sevilla

Graduado en Educación Primaria por la Universidad de Sevilla. Magíster en Investigación en Ciencias de la Actividad Física y el Deporte. Doctorando en el Programa de Doctorado de Educación (Escuela Internacional de Doctorado, Universidad de Sevilla). Miembro del Grupo de Investigación en Educación Emocional y Dramatización (GRieeD).

Clara Romero-Pérez, Universidad de Sevilla

Doctora en Filosofía y Ciencias de la Educación por la Universidad de Sevilla. Máster en Pedagogía Universitaria y Enseñanza Universitaria por la Universidad de Lieja (Bélgica). Catedrática de Escuela Universitaria en la Universidad de Sevilla. Responsable del Grupo de Investigación en Educación Emocional y Dramatización (GRieeD). Líneas de investigación: Educación socio-afectiva y ambiente educacional, Teoría de la educación, Filosofía de la Educación.

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