Competencia socioemocional docente y clima de aula percibido

Objective: The present study aimed to determine the relationship between teachers' socio-emotional competencies and the classroom climate perceived by students, identifying the level of development of these competencies in the teaching staff and establishing the magnitude of the association between both variables, based on the need to understand how the teacher's emotional and social management affects the construction of educational environments favorable for learning and school well-being. Methodology: A quantitative research study was conducted, with a non-experimental, cross-sectional, and correlational design, applied to a sample of 235 participants selected through non-probabilistic convenience sampling. The Socioemotional Competence Questionnaire (SEC-Q) and the Classroom Climate Perception Scale (TPCC) were used, both with adequate reliability indices. Results: 59% of the teachers were at a medium level of socio-emotional competencies, with a global average of 61.42, while the perceived classroom climate had an average of 104.86, also concentrated at medium levels. A positive and high correlation was identified between both variables (r = 0.818; p < 0.01), indicating that higher levels of self-awareness, emotional self-management, social awareness, and responsible decision-making were associated with more positive classroom climates, characterized by greater teacher support, peer cooperation, and school satisfaction. Conclusions: The strengthening of teachers' socio-emotional competencies was a key factor in improving the educational climate. This highlights the importance of integrating socio-emotional development into teacher training and institutional strategies aimed at educational quality and the overall well-being of students. This opened future lines of research on the impact of these competencies on other indicators of the educational process.