Search

Introduction: The psychosocial and mental health-oriented variables of people are determinants for their life in society and their roles within organizations, especially educational institutions that are endowed with social complexities. Objectives: The objective of this research was to understand the meaning of work for teachers in educational institutions in the department in order to recognize elements such as the level of importance that work holds for them and the factors that either promote or hinder that centrality. Methods: This is a descriptive study with a quantitative methodology, and the sample selection was done for convenience, taking into account ethical aspects such as the handling of confidentiality for both the individuals who participated in this study and the educational institutions involved. Results: Regarding the meaning attributed to work by teachers, the results indicate that 29.6% of teachers declare themselves neutral when it comes to the statement that "the most important things in people's lives are related to work". 26.8% of teachers are neutral regarding the statement that "the primary function of work is to generate income", and 17.9% somewhat agree. 20.7% disagree to some extent. 15.6% disagree with the statement that "people's primary goals in life should be oriented toward work". 25.1% of teachers are neutral, and 17.9% somewhat agree with the statement that "the main function of work is to enable interesting contacts with other people". Only 11.7% strongly agree with the statement that "work is, in general, one of the most important things in people's lives. Conclusions: It is concluded that there is a need to implement strategies that contribute to the strengthening of the teaching profession and contribute to improving educational quality Disclosure of Interest: None Declared [ABSTRACT FROM AUTHOR]

Introduction: Psychosocial and mental health-related variables are crucial determinants of individuals' lives in society and their roles within organizations, especially in educational institutions that are characterized by social complexities. In this regard, this research aims to determine the levels of emotional intelligence among teachers in educational institutions in the Department of Magdalena. Objectives: Determine the levels of emotional intelligence among teachers in educational institutions in the Department of Magdalena Methods: Methodologically, it is situated within the empirical-analytical paradigm with a quantitative approach, using the descriptive method. A convenience sample of 179 teachers was used, and the TMMS-24 questionnaire was administered. Results: The results revealed that 37.7% of the teachers completely agree, and 30.9% strongly agree with the statement that they pay a lot of attention to their feelings. On the other hand, only 12.2% somewhat agree, and 1.2% strongly disagree with the statement that they normally worry about what they feel. Additionally, 33.9% agree with the statement that they usually take time to think about their emotions, while 25.6% somewhat agree, and only 1.2% strongly disagree with the statement that it is worth paying attention to their emotions and mood. Furthermore, 6.4% agree, and 5.2% strongly agree with the statement that they let their feelings affect their thoughts. As for thinking about their mood constantly, 16.7% strongly disagree, and 39.1% somewhat agree. Moreover, 6.9% strongly disagree, and 21.4% somewhat agree with the statement that they pay a lot of attention to what they feel. Only 1.1% strongly disagree with being able to frequently define their feelings. and only 1.7% strongly disagree, and 10.2% somewhat agree with the expression "I often become aware of my feelings in different situations." 34.1% strongly agree, and 26.6% completely agree with the statement "I can always tell how I feel." Finally, 5.1% strongly disagree, and 19.4% somewhat agree with the statement "Sometimes I can tell what my emotions are." Conclusions: In conclusion, the study emphasizes in the importance of teachers' emotional intelligence and its potential impact on their performance and students' learning outcomes. It also highlights the need for intervention strategies to strengthen this psychosocial variable in educational institutions in the Department of Magdalena. Disclosure of Interest: None Declared [ABSTRACT FROM AUTHOR]