Emotional intelligence and engagement in public teachers of Lima

El objetivo de la presente investigación es relacionar las dimensiones de Inteligencia emocional y el Engagement en docentes de Instituciones Educativas del sector público de Lima Metropolitana. Como objetivos específicos, se comparó la Inteligencia emocional y engagement a través del sexo, estado civil, turno de dictado y las etapas de adultez de los docentes. Participaron 210 docentes entre 20 a 69 años, 57.1% mujeres. A esta muestra se les aplicó dos instrumentos: Wong-Law Emotional Intelligence Scale WLEIS (Wong & Law, 2002), y Utrecht Work Engagement UWES (Schaufeli & Bakker, 1990). Se realizó el análisis factorial exploratorio en ambos instrumentos y se confirmaron sus componentes. Los resultados evidencian una correlación positiva unilateral entre Inteligencia emocional y engagement, a mayor uso de la emoción para facilitar el desempeño (WLEIS), mayor dedicación, vigor y absorción (UWES) en docentes. Por último, se hallaron diferencias significativas en el análisis comparativo según la etapa de la adultez en la que se encuentra el docente.The objective of this research is to relate the dimensions of Emotional Intelligence and Engagement in teachers of Educational Institutions of the public sector of Metropolitan Lima. As specific objectives, emotional intelligence and engagement were compared through sex, marital status, dictation shift, and the teachers' stages of adulthood. There are 210 participants from 20 to 69 years old, 57.1% women. Two instruments were applied to this sample: Wong-Law Emotional Intelligence Scale WLEIS (Wong & Law, 2002), and the Utrecht Work Engagement UWES (Schaufeli & Bakker, 1990). The exploratory factor analysis was performed in both instruments and their components were confirmed. The results show a unilateral positive correlation between the variables and a positive correlation between the dimensions Use of emotion to facilitate performance (WLEIS) with the dimensions Dedication, Vigor and Absorption (UWES). Significant differences were found in the comparative analysis according to the stage of adulthood in which the teacher is.Tesi