Educational axiology to improve emotional intelligence and its importance in teacher training

Abstract

Introduction. Educational axiology has an intrinsic correlation to value, becoming a foundation and essence of the teaching process, since there is no other alternative to educate but in values. In teacher training it is imperative to improve emotional intelligence, which allows us to control the feelings and emotions of human beings, to differentiate between those that improve our behavior and those that affect our behavior, and to use this information to guide our actions. Objective. To examine the educational axiology to improve emotional intelligence and its importance in the training of teachers of basic education at the Technical University of Ambato. Methodology. A quantitative approach was used, the type of research applied was of an explanatory-analytical nature, which allowed to expand the phenomenon of emotional intelligence based on three aspects such as: attention, clarity and repair, the test based on the Trait Meta-Mood Scale TMMS-24, which consists of 24 questions with five alternatives comprising values from 1 to 5, was used. Results. Based on the survey, three aspects are demonstrated: Attention: women 69.6%; men 55.6% (adequate attention). Clarity: women 57.3%; men 66.7% (adequate understanding). Repair: women 49.4%; men 49.4.6% (adequate regulation). The population for this research is 30 first level students, 40 second level students, 20 seventh level students and 20 eighth level students. Conclusion. It is evident that the students have an adequate level of emotional intelligence with similar percentages in the three dimensions analyzed, also high scores are identified in emotional repair, where it is highlighted that, although sometimes I feel sad, I usually have an optimistic vision as well as I have a lot of energy when I feel happy coincide in the percentage.