Inteligencia emocional y procrastinación laboral en Instituciones Educativas de la UGEL N° 05
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Date
2022-08-26
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación es dar a conocer la la relación existente entre inteligencia emocional y procrastinación laboral del profesorado de tres instituciones educativas de gestión pública del distrito de San Juan de Lurigancho. Contó con una muestra aleatoria de 92 profesores. Se trató de una investigación de naturaleza cuantitativa, caracterizada por un enfoque cuantitativo, método correlacional y diseño transversal. Para recopilar los datos, se utilizaron la Escala de Inteligencia Emocional de Wong & Law y la Escala de Procrastinación en el Trabajo. Se corroboraron la validez de contenido y confiabilidad de dichos instrumentos con el coeficiente de validez de Aiken y el coeficiente de Cronbach, respectivamente. Los datos obtenidos fueron analizados mediante el coeficiente de correlación de Pearson (r) para examinar tanto la hipótesis general como las hipótesis específicas. Los resultados indicaron una correlación inversa significativa y fuerte entre la inteligencia emocional y la procrastinación del profesorado encuestado; la misma que se observó en las relaciones de tres dimensiones de la inteligencia emocional (valoración y expresión de emociones propias, uso de emociones propias para el desempeño y regulación de las propias emociones) la procrastinación laboral de los participantes mostró una correlación significativa y sustancial con ciertos aspectos de la inteligencia emocional. En particular, se encontró que la habilidad para reconocer y valorar las emociones de los demás estaba moderadamente inversamente relacionada con la procrastinación laboral. Estos resultados demostraron su relevancia estadística con un nivel de significancia de p=0,05.
The objective of this research work is to reveal the relationship between emotional intelligence and work procrastination of the teachers of three public management educational institutions in the district of San Juan de Lurigancho. It had a sample random of 92 teachers. It was a quantitative research, characterized by a quantitative approach, correlational method and cross-sectional design. To collect the data, the Wong & Law Emotional Intelligence Scale and the Procrastination at Work Scale were used. The content validity and reliability of these instruments were corroborated with the Aiken validity coefficient and the Cronbach coefficient, respectively. The data obtained were analyzed using Pearson's correlation coefficient (r) to examine both the general hypothesis and the specific hypotheses. The results indicated a significant and strong inverse correlation between emotional intelligence and procrastination of the teachers surveyed; the same as that observed in the relationships of three dimensions of emotional intelligence (appraisal and expression of one's own emotions, use of one's own emotions for performance and regulation of one's own emotions), the participants' work procrastination showed a significant and substantial correlation with certain aspects of emotional intelligence. In particular, the ability to recognize and value the emotions of others was found to be moderately inversely related to work procrastination. These results demonstrated their statistical relevance with a significance level of p=0.05.
The objective of this research work is to reveal the relationship between emotional intelligence and work procrastination of the teachers of three public management educational institutions in the district of San Juan de Lurigancho. It had a sample random of 92 teachers. It was a quantitative research, characterized by a quantitative approach, correlational method and cross-sectional design. To collect the data, the Wong & Law Emotional Intelligence Scale and the Procrastination at Work Scale were used. The content validity and reliability of these instruments were corroborated with the Aiken validity coefficient and the Cronbach coefficient, respectively. The data obtained were analyzed using Pearson's correlation coefficient (r) to examine both the general hypothesis and the specific hypotheses. The results indicated a significant and strong inverse correlation between emotional intelligence and procrastination of the teachers surveyed; the same as that observed in the relationships of three dimensions of emotional intelligence (appraisal and expression of one's own emotions, use of one's own emotions for performance and regulation of one's own emotions), the participants' work procrastination showed a significant and substantial correlation with certain aspects of emotional intelligence. In particular, the ability to recognize and value the emotions of others was found to be moderately inversely related to work procrastination. These results demonstrated their statistical relevance with a significance level of p=0.05.
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Citation
Valencia Macavilca, Y. G. (2022). Inteligencia emocional y procrastinación laboral en Instituciones Educativas de la UGEL N° 05 (Tesis de posgrado). Universidad Nacional de Educación Enrique Guzmán y Valle,Lima, Perú.