Formación antropológica y socioemocional: efectos en la inteligencia emocional percibida del profesorado

Teacher training in Guatemala is characterized by a fragmented approach that neglects key elements such as emotional intelligence and the anthropological dimension of education. This study evaluates the impact of a targeted professional development program aimed at strengthening these competencies. A quasi-experimental pretest-posttest design without a control group was applied with 63 teachers. The TMMS-24 scale was used to assess changes in emotional attention, clarity, and repair. Findings indicate statistically significant improvements, particularly among female participants, while the effects were more limited among male and administrative staff, likely due to smaller subgroup sizes. The results underscore the importance of integrating socioemotional and anthropological components into teacher education to promote emotional self-regulation and critical reflection. These skills are fundamental to a transformative teaching practice. Replicating this model in future professional development initiatives could contribute to a more comprehensive, equitable, and culturally responsive education system.