Emotional Intelligence as a Coping Mechanism for the Complexity of Teaching Practice

Abstract

At present, interest in educational quality has become important, and with it, the compliance with standards, institutional certifications and programs that accredit such quality. This has caused the acceleration of educational activities in addition to inequalities in hiring systems and categories such as: fees, part-time and full-time teachers, placing the teacher in different scenarios and demanding the development of skills that allow them to successfully fulfill their functions. The purpose of this article is to describe the importance of emotion management, which one of the ten life skills according to the World Health Organization in 2001, as it pertains to the educational context. Trejo, (2018) identifies that society is constantly changing and suggests that education must be adapted to meet the demands. Therefore, it focuses on teachers as key actors in education. In addition, it emphasizes that they are called on to be continuously trained, updated and perfected, in order to have a positive impact on the development of student potential the continuous improvement of society. Therefore, educational activities should not be discussed as difficult or strenuous, but as a complex diligence that require skills and competencies and through which the teacher can directly influence the improvement their performance.