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Group Segmentation as a Strategy for Implementing the Intervention Programme in Emotional Education for Infant and Primary Teachers

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  • Miguel Á. Carbonero-Martín

    (Grupo de Investigación de Excelencia GIE-179, Departamento de Psicología, Facultad de Educación, Universidad de Valladolid, Paseo Belén N 1, 47011 Valladolid, Spain)

  • Wendy L. Arteaga-Cedeño

    (Grupo de Investigación de Excelencia GIE-179, Departamento de Psicología, Facultad de Educación, Universidad de Valladolid, Paseo Belén N 1, 47011 Valladolid, Spain)

  • Luis J. Martín-Antón

    (Grupo de Investigación de Excelencia GIE-179, Departamento de Psicología, Facultad de Educación, Universidad de Valladolid, Paseo Belén N 1, 47011 Valladolid, Spain)

  • Paula Molinero-González

    (Grupo de Investigación de Excelencia GIE-179, Departamento de Psicología, Facultad de Educación, Universidad de Valladolid, Paseo Belén N 1, 47011 Valladolid, Spain)

Abstract

Emotional intelligence is a key social skill for teachers. The teaching profession requires programmes that are geared towards emotional education that will enable teachers to develop emotional intelligence in order to foster their general well-being. The aims of this paper were: firstly, to test the effectiveness of the programme in emotional education implemented through group segmentation based on teachers’ sociodemographic and work profile factors, and secondly, to ascertain whether there were any significant differences in the factors that make up the model of emotional intelligence with regard to the sociodemographic and work variables of teachers in the experimental group in a pre–post analysis study. The design of the research was experimental. The sample was made up of 351 infant and primary education teachers, 190 in the experimental group and 161 in the control group. We used the Trait Meta-Mood Scale-24 together with a questionnaire to define teachers’ sociodemographic and work profiles. Implementing the emotional education programme led to significant differences in the three factors of emotional intelligence (perception, understanding and emotional regulation) depending on the sociodemographic and work profile of the teachers in the experimental group. Applying segmentation allows us to conclude that intervention programmes should be adapted to the sociodemographic and work profile of the participant group. When designing programmes, the method considered should be active, participative, flexible and focused on the teachers’ own experience.

Suggested Citation

  • Miguel Á. Carbonero-Martín & Wendy L. Arteaga-Cedeño & Luis J. Martín-Antón & Paula Molinero-González, 2022. "Group Segmentation as a Strategy for Implementing the Intervention Programme in Emotional Education for Infant and Primary Teachers," IJERPH, MDPI, vol. 19(23), pages 1-20, November.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:23:p:15702-:d:984218
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    References listed on IDEAS

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    1. María Trinidad Sánchez-Núñez & Noelia García-Rubio & Pablo Fernández-Berrocal & José Miguel Latorre, 2020. "Emotional Intelligence and Mental Health in the Family: The Influence of Emotional Intelligence Perceived by Parents and Children," IJERPH, MDPI, vol. 17(17), pages 1-21, August.
    2. Petrides, K.V., 2010. "Trait Emotional Intelligence Theory," Industrial and Organizational Psychology, Cambridge University Press, vol. 3(2), pages 136-139, June.
    3. Carlos Salavera & Pablo Usán, 2021. "Relationship between Social Skills and Happiness: Differences by Gender," IJERPH, MDPI, vol. 18(15), pages 1-9, July.
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