Competencias Docentes para la Gestión Emocional y Rendimiento Académico: Mediaciones Socioemocionales en Contextos Rurales

The purpose of this study was to analyze the relationship between teachers’ emotional management competencies and students’ academic performance in rural educational institutions, considering the mediating role of classroom socioemotional variables and the moderating effect of the territorial context. The research was conducted using a quantitative approach with a cross-sectional correlational–mediational design. Participants included teachers and secondary school students from rural contexts in Colombia. Teachers’ emotional management competencies were assessed through a self-report scale measuring emotional awareness, emotional regulation, empathy, and socioemotional support, while academic performance was operationalized using institutional grade averages in core subjects. The results showed a positive and statistically significant relationship between teachers’ emotional management competencies and students’ academic performance. Additionally, findings indicated that this relationship was indirect and operated through socioemotional mediators, particularly classroom climate and academic engagement. Furthermore, the rural context exhibited a moderating effect, strengthening the impact of teachers’ emotional management competencies in settings characterized by higher socioeconomic vulnerability. It was concluded that teachers’ emotional management competencies represent a relevant pedagogical factor for optimizing learning processes in rural contexts, functioning as a compensatory resource in the face of structural and psychosocial limitations. This study provides contextualized empirical evidence that enhances the understanding of educational processes in rural territories and supports the development of teacher training initiatives and educational policies focused on strengthening socioemotional dimensions as a key component of educational quality and equity.