Delfina Huarancca Ramirez, Carlos Alberto Villafuerte Alvarez
DOI: 10.59427/rcli/2023/v23cs.2930-2938
The objective of the research was to explore the relationship between emotional intelligence and resilience of Peruvian teachers, understanding how the different dimensions of emotional intelligence influence their ability to face educational challenges and maintain a high level of resilience in a demanding work environment. A bibliographic review and documentary analysis approach was adopted, focusing data collection on an exhaustive search for relevant literature in prestigious academic databases and scientific repositories. Theories of emotional intelligence and resilience by Salovey and Mayer, and Goleman are fundamental to the theoretical framework of the study. Emotional intelligence, especially in its dimensions of emotional awareness and regulation, empathy, and interpersonal intelligence, shows a significant correlation with resilience. Teachers who effectively manage their own emotions and those of others tend to adapt and recover more successfully from adversity. Emotional intelligence is a significant predictor of resilience in teachers, as well as essential for facing adversities and educational challenges in the Peruvian context. It is suggested that training and support for students and teachers should focus on the development of emotional competencies to improve their emotional well-being.
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