The emotional intelligence of teachers

for the learning of biology

in university students

La inteligencia emocional de los docentes para el

aprendizaje de la biología en los

estudiantes universitarios

Savier Fernando, Acosta Faneite

https://orcid.org/0000-0003-2719-9163

Maracaibo, Zulia State / Venezuela

* Ph. D. in Education Sciences and Postdoctoral in Higher Education Management. University of Zulia. Ma-

racaibo, Venezuela. Biology Professor. Email: savier.acosta@gmail.com

How to quote: Acosta, F. S. F. (2024). The emotional intelligence of teachers for the learning of bio-

logy in university students. Revista Digital de Investigación y Postgrado, 5(9), 43-60.

https://doi.org/10.59654/yebqpn54

Revista Digital de Investigación y Postgrado, 5(9), 43-60

ISSN electrónico: 2665-038X

Received: May/10/2023 Reviewed: May/23/2023 Approved: July/23/2023 Published: January/10/2024

https://doi.org/10.59654/yebqpn54

Abstract

Emotional intelligence is the ability of an individual to recognize their own emotions and

those of others; this capacity enables them to identify feelings, guide thinking, and adapt

their behavior to the environment appropriately. The aim of this research was to analyze

the emotional intelligence of teachers in relation to the biology learning of university stu-

dents at the University of Zulia. The employed methodology was quantitative, descriptive

in nature, and with a non-experimental and cross-sectional design. The studied population

consisted of 5 teachers and 38 students, who were administered a digital questionnaire

containing information about the variables under study. Reliability was determined through

Cronbach's Alpha, resulting in a value of 0.964. For data processing, SPSS 27 was used. The

results indicate that teachers exhibit deficiencies in the components of emotional intelli-

gence. Additionally, learning styles based on the modulating agent in students show a si-

milar inefficiency, reflecting a weakness in this area. It is concluded that the emotional

intelligence of teachers in the context of biology learning is insufficient. Therefore, it is re-

commended that educators strengthen these skills to enhance teaching and learning in

their students.

Keyword: emotional competencies, emotional education, emotional intelligence, emotional tea-

cher, types of learning.

Resumen

La inteligencia emocional es la habilidad del individuo para reconocer sus propias emo-

ciones y las de otras personas; esta capacidad le permite identificar sentimientos, orientar

el pensamiento y adaptar su conducta al entorno de manera adecuada. El objetivo de

esta investigación fue analizar la inteligencia emocional de los docentes en relación con

el aprendizaje de biología de los estudiantes universitarios de la Universidad del Zulia.

La metodología empleada fue cuantitativa, de tipo descriptiva y con un diseño no expe-

rimental y transversal. La población estudiada estuvo constituida por 5 profesores y 38

alumnos, a quienes se les aplicó un cuestionario digital con información sobre las varia-

bles en estudio. La confiabilidad se determinó a través del Alfa de Cronbach, resultando

en un valor de 0,964. Para el procesamiento de los datos, se utilizó el programa SPSS

27.Los resultados indican que los docentes presentan deficiencias en los componentes

de la inteligencia emocional. Además, los estilos de aprendizaje según el agente modu-

lador en los estudiantes muestran una similar ineficiencia, denotando una debilidad en

esta área. Se concluye que la inteligencia emocional de los docentes en el contexto del

aprendizaje de biología es insuficiente. Por lo tanto, se recomienda que los educadores

fortalezcan estas habilidades para potenciar la enseñanza y el aprendizaje en sus edu-

candos.

Palabras clave: competencias emocionales, educación emocional, inteligencia emocional, do-

cente emocional, tipos de aprendizajes.

44 Savier Fernando Acosta Fainete

The emotional intelligence of teachers for the learning

of biology in university students

Revista Digital de Investigación y Postgrado, 5(9), 43-60

ISSN electrónico: 2665-038X

Introduction

This article focuses on the emotional intelligence of educators, pivotal as they are the agents

promoting the comprehensive development of students. It is argued that teachers should equip

themselves with skills that allow them to better identify the emotions of their students. Hence

arises the importance of nurturing empathy, communication, and self-control, deemed essential

for educators since they strengthen interactions with students.

This training not only enables the teacher to renew their personality and pedagogical metho-

dology but also leads them to consider the emotional needs of their students. This, in turn, gui-

des them in choosing strategies and resources and in perceiving individualized learning styles.

In this study, the teacher's emotional intelligence is addressed without neglecting that of the

students. Given that educators serve as role models, students tend to adopt similar behaviors,

benefiting their own growth.

Romero (2022) contends that emotional intelligence is vital for the mental and social balance

of individuals, as it allows them to understand their environment and make informed decisions

amidst diverse daily circumstances. According to Goleman (2022), emotional intelligence plays

a crucial role in education: it boosts motivation, controls impulses, regulates emotions, and pro-

motes student integration. Additionally, it reinforces personal and social skills and values such

as self-esteem, autonomy, communication, empathy, and self-control.

On the other hand, Arrabal (2018) breaks down emotional intelligence into several components:

(a) Perception: involves interpreting, feeling, and experiencing emotions and feelings. (b) Assi-

milation: suggests that emotions and thoughts can be integrated. If one understands how to

leverage emotions for the benefit of thought, individuals will make better decisions. (c) Unders-

tanding: is based on recognizing others' emotions and identifying one's own, which eases con-

necting with others. (d) Regulation: is associated with the ability to manage emotional responses

in various situations, whether stressful, positive, or negative.

According to Bariso (2020), emotional intelligence includes: (a) intrapersonal intelligence, which

relates to the ability to know oneself; it also includes self-esteem, self-control, self-love, self-con-

cept, autonomy, and academic motivation; and (b) interpersonal intelligence, which relates to

the motivation and ability to understand the emotions and behaviors of other individuals. Ad-

ditionally, Pincay et al. (2018) explain that the complex environment in which teachers have to

work clearly requires an increase in emotional intelligence, which enables them to be resilient,

adapt to situations, and fully cope with the daily occurring changes.

Furthermore, Waissbluth (2019) states that the global educational aim is the holistic development

of students, both cognitively and emotionally. To achieve this, educators must possess robust

emotional intelligence and also the ability to plan lessons with themes that incorporate the de-

velopment of skills, addressing them clearly and cross-curricularly to optimise students' emo-

tional growth.

46 Savier Fernando Acosta Faneite

In this vein, Tacca et al. (2020) articulate that in Latin America, teachers should not only focus

on imparting subject knowledge and appropriate behavioural patterns but also on emotions

and feelings. Educators need to understand student behaviour from an emotional perspective,

not just a behavioural one, and learn how to teach emotional intelligence. This approach should

not only be implemented in the educational setting but also in familial and social contexts.

In this regard, Segura et al. (2018) assert that those lacking developed emotional intelligence

impact interpersonal relationships, collaboration, problem-solving abilities, teamwork, and the

motivation to achieve life's goals and objectives. Educators with a high degree of emotional in-

telligence are more empathetic, positive, and relate better with others, demonstrating higher

job satisfaction. Given these conditions, Mejía & Londoño (2021) state that emotions conveyed

by teachers induce behavioural changes in students that influence learning; therefore, educators

become the most crucial emotional guides for students, serving as role models.

In this scenario, a teacher capable of capturing, understanding, and managing emotions will

achieve personal balance and social wellbeing. According to Acosta & Blanco (2022), emotional

intelligence is linked to several human capacities such as assimilation, perception, evaluation,

learning, generation, comprehension, regulation, and expression of emotions. In light of the fo-

regoing, Macazana & Romero (2021) emphasise the need for teacher training to bridge the

educational gap in the development of skills, which have been less prioritised for managing

thoughts, feelings, emotions, and the acquired skills to understand reality, enhancing both per-

sonal and professional growth.

For Bariso (2020), emotional intelligence includes: (a) intrapersonal intelligence, which is related

to the ability to know oneself; it also includes self-esteem, self-control, self-love, self-concept,

autonomy, and academic motivation; and (b) interpersonal intelligence, which is related to the

motivation and ability to understand the emotions and behaviors of other individuals. Similarly,

Pincay et al. (2018) explain that the complex environment in which teachers have to work clearly

requires an increase in emotional intelligence, which allows them to be resilient, adapt to situa-

tions, and fully face the changes that occur on a daily basis.

Now, Waissbluth (2019) states that the purpose of education worldwide is the holistic develop-

ment of students, both cognitively and emotionally. To achieve this, teachers must have good

emotional intelligence and also the ability to plan classes with topics that include the develop-

ment of competencies that address emotions clearly and holistically in the curriculum, as a way

to optimize the emotional development of students.

In this context, Tacca et al. (2020) express that in Latin America, teachers must focus not only

on teaching subject knowledge and correct behavioral patterns, but also on emotions and fee-

lings. The teacher must understand student behavior from an emotional perspective, not just

behavioral, and learn how to teach emotional intelligence. This should not only be applied in

the educational environment but also in the family and social contexts.

The emotional intelligence of teachers for the learning

of biology in university students

Revista Digital de Investigación y Postgrado, 5(9), 43-60

ISSN electrónico: 2665-038X

In this sense, Segura et al. (2018) state that someone who hasn't developed emotional intelligence

affects interpersonal relationships, collaboration, problem-solving skills, teamwork, and motivation

to achieve goals in life. Teachers with a high degree of emotional intelligence are more empathetic,

positive, and relate better to others, and they show greater job satisfaction. Given these conditions,

Mejía & Londoño (2021) affirm that emotions expressed by teachers provoke behavioral changes

in students that influence learning; therefore, teachers become the most important emotional

guides for students, serving as examples and role models.

In this scenario, a teacher who can perceive, understand, and control emotions will achieve their

own balance and social well-being. According to Acosta & Blanco (2022), emotional intelligence

is related to various capacities of individuals, such as assimilation, perception, evaluation, lear-

ning, generation, understanding, regulation, and expression of emotions. In light of the above,

Macazana & Romero (2021) point out that teacher training is needed to close the educational

gap in the development of skills that have been less important for managing thoughts, feelings,

emotions, and acquired abilities to understand reality and to improve both personally and pro-

fessionally.

On the other hand, Fuenmayor (2016) notes that in Venezuela, teachers need to change education

and teach from emotions to promote different learning styles in students. Therefore, they must

keep emotional competencies in mind during their pedagogical practice. In other words, a teacher

with emotional skills can create a suitable working environment and better recognize students'

emotional states. This leads to an empathetic connection that provides security to the student.

In this sense, Romero et al. (2022) indicate that there is a need to include new areas of work re-

lated to emotional intelligence, such as perception, assimilation, understanding, emotional re-

gulation, communication, and interpersonal relationships, among others. Likewise, it is necessary

to train teachers to understand the role of emotions in the school environment, as this will ena-

ble the development of more effective teaching activities.

Therefore, it is necessary to incorporate this teaching model to have a positive effect on the daily

work results of the teacher. Since it impacts learning, mental health, effectiveness of social rela-

tionships, and job performance, it fosters a positive classroom environment to reduce the inherent

stress of the profession and improves communication and relationships among students, collea-

gues, and the educational community. Teachers with developed emotional intelligence project a

understanding personality in their daily work, which goes beyond observing students' behavior.

It involves delving into feelings, understanding what behaviors mean, comprehending them, and

creating an atmosphere of dialogue, understanding, and active listening.

According to Heredia & Sánchez (2020), a teacher must possess an education that enables

them to create a positive learning environment that promotes students' acquisition of know-

ledge. This way, the educational environment becomes a more positive reflection of society.

Moreover, they should encourage an appropriate school atmosphere, which is linked to physical

and psychological development that fosters optimal learning, reduces disruptive behaviors, and

48 Savier Fernando Acosta Faneite

nurtures the formation of good groups and empathy.

On the other hand, Bulás et al. (2020) state that when these basic emotional competencies are

developed, it becomes easier to build others such as autonomy, commitment, and critical thin-

king. When a teacher is skilled in emotional teaching, students enjoy school more, build their

self-esteem easily, become more creative, and recognize the humanity in each student. All of

this reduces discipline problems and creates a less hostile school environment.

Recently, teachers have become aware of the impact that students' emotions have. However,

very few educational institutions have aligned their content and academic goals with emotional

intelligence. In this regard, Ávila (2019) suggests that there is shared responsibility for the socio-

emotional development of students in the educational process. This begins with the harmony

that should exist within the family, as it is the emotional model that forms the student's initial

environment for socialization and emotional education. The second is the academic environ-

ment, where, with the support of laws, strategies, and resources, teachers must promote emo-

tional intelligence in the classroom.

On another note, Coll (2017) explains that people's learning consists of the reception, assimila-

tion, and accommodation of knowledge. Similarly, Kolb (2014) notes that learning is observed

when individuals acquire or modify skills, knowledge, and behaviors due to lived experiences.

Therefore, learning is the process of constructing experience and adapting it to new situations.

Learning is part of personal development and is most effective when the individual is motivated,

willing to learn, and puts in effort. For this, they have to pay attention, use their memory, and

employ logical reasoning.

In this context, Ojeda (2022) points out that for effective learning to occur, the following con-

ditions are necessary: methods, procedures, strategies, resources, motivation, will, and appro-

priate time management. Therefore, teachers must possess emotional intelligence and manage

students' emotions effectively, as various consequences can arise, such as social issues like bad

moods, isolation, withdrawal, dissatisfaction, and dependence.

The study was conducted at the University of Zulia, involving students and teachers from the

biology education program. The aim was to analyze the emotional intelligence of teachers for

the biology learning of university students at the University of Zulia. As previous studies indi-

cate, it is necessary for teachers to have developed components of emotional intelligence

(self-motivation, self-regulation, motivation, empathy, and social skills) to effectively conduct

their classes and enable students to achieve lasting, useful, applicable, and transferable learning

outcomes.

According to Escolano (2018), the development of emotional intelligence is in the hands of ever-

yone and depends on the conditions individuals experience throughout their lives. Childhood

is a crucial stage where these capacities are developed. Learning them is essential as they allow

understanding how to interact with the people around us. Humans need to develop emotionally

The emotional intelligence of teachers for the learning

of biology in university students

Revista Digital de Investigación y Postgrado, 5(9), 43-60

ISSN electrónico: 2665-038X

and intellectually throughout their lives to progress both cognitively and personally.

Components of Emotional Intelligence

Goleman states that the components of emotional intelligence include: (a) Emotional self-awa-

reness, which refers to individuals' ability to identify, recognize, and understand their own emo-

tions. (b) Emotional self-regulation, the capacity to control and manage emotions and reactions.

(d) Empathy, the capacity to understand and comprehend others' emotions. e) Social skills, ena-

bling effective interaction and communication with others, fostering healthy interpersonal rela-

tionships and collaboration within teams.

Student Learning

Learning involves the assimilation of knowledge and behavioral change; it's a shared task bet-

ween teachers and students. To achieve this, Acosta & Barrios (2023) emphasize the need for

teachers to fulfill their role as agents of capacity development through innovative strategies.

They should recognize the students' role in learning and choose methodologies that enable

students to acquire knowledge.

Arhuiri (2021) emphasizes that students must be aware of and committed to their own learning.

Adequate guidance can lead them to reflect on their learning. Therefore, achieving academic

excellence requires the commitment of both teachers and students. This involves proper plan-

ning, execution, control, and monitoring of the learning process, as well as clear evaluation cri-

teria that students are aware of.

Learning Styles

There are various learning styles, each describing how students acquire knowledge differently.

For the purposes of this study, the learning style according to the modulating agent proposed

by Kolb (2014) was selected. Kolb suggests that learning style is influenced by genetics, life ex-

periences, and social situations. Information can be received and absorbed in concrete, creative,

abstract, or adaptive ways. These styles are classified as: (a) Convergent learning: This occurs

when a person perceives information concretely and is capable of finding practical solutions.

They can synthesize knowledge graphically and easily create diagrams, plans, maps, others.

(b) Divergent learning: These individuals offer multiple solutions to various situations due to

their creativity. They tend to generate innovative ideas and are often artists, designers, crea-

tors, and inventors. (c) Assimilative learning: People with this style excel in abstract knowledge

and are more inclined towards research, programming, and engineering. (d) Accommodative

learning: This style is characterized by adaptability to different situations, a strong desire to

interact socially, and leadership qualities. Individuals with this style are good speakers and

presenters.

50 Savier Fernando Acosta Faneite

Methodology

During the course of the research, it is necessary to determine which paradigm is suitable to be

used as guidance during the study's development. This is why Hernández & Mendoza (2018)

point out that without a clear understanding of the models that guide the researcher's approach

in the study, scientific research cannot be conducted. In this context, the method used was po-

sitivist, as described by Arias (2016), which deals with the existence of a specific way to compre-

hend the investigated fact or phenomenon, thus proposing the use of this technique as

authenticity of knowledge.

Furthermore, the type of research conducted in the study was descriptive. According to Palella &

Martins (2017), it aims to understand certain phenomena through systemic criteria that allow ob-

servation of behavior. Similarly, this type of study does not involve testing hypotheses, but rather

describes the subject in terms of predefined judgments. They also indicate that it is a mechanism

aimed at obtaining information about the situation of the phenomenon under study.

On the other hand, the study was non-experimental. According to Hernández and Mendoza

(2018), its purpose is to investigate the values of events. This means that the study's objective is to

analyze the state of a variable, individual, or entity in order to provide a description. Similarly, it

was cross-sectional, as a specific scenario was chosen for data collection: the Faculty of Humanities

and Education at the University of Zulia.

According to Sabino (2014), the population is a group of subjects that constitute all individuals in

a study. Due to its small size, a population census was conducted where all individuals participated

in the research. It consisted of 5 teachers and 38 students, the latter from the following semesters:

18 from the sixth, 13 from the seventh, and 7 from the eighth. They were selected because of their

advanced academic training and their ability to provide a more objective judgment.

For data collection, the technique used was a survey, as described by Suárez et al. (2022). It involves

a set of questions applied to the individuals who participated in the research, in this case, teachers

and biology students from the University of Zulia. Based on this, the tool for data collection was

a questionnaire, defined by Arias (2016) as a document consisting of well-formulated, organized,

and related questions related to indicators, dimensions, and variables.

To gather information, the instrument employed was a questionnaire, which was approved by

six experts in education and methodology before its use. Its reliability was 0.964. It was trans-

cribed into a digital questionnaire version using "Google Forms," where questions were orga-

nized for each indicator that composed the study's variables. The digital link was sent via email

and WhatsApp to the respondents. Once the information was collected, it was analyzed using

Excel. The data were subsequently classified and grouped for interpretation and discussion with

the selected theories.

The instrument contained 4 variations due to the type of questions in the questionnaire. In other

The emotional intelligence of teachers for the learning

of biology in university students

Revista Digital de Investigación y Postgrado, 5(9), 43-60

ISSN electrónico: 2665-038X

words, the criteria for choosing the scale correspond to each subject's direction. The response

options were (4) Always; (3) Almost always; (2) Almost never; (1) Never. In this study, only 4 al-

ternatives were considered. This, according to Hernández et al. (2014), is done with the purpose

of "committing the subject or forcing them to pronounce themselves favorably or unfavorably"

(p. 244).

Similarly, a scale, as indicated by Hernández & Mendoza (2018), was developed to display a set

of categories allowing the evaluation of variables, dimensions, and indicators, with the aim of fa-

cilitating the interpretation of the data that can be found. Furthermore, the process of analyzing

the information enables the quantitative evaluation of the survey's outcome through the classi-

fication and tabulation of data for the subsequent formulation and interpretation of the process.

Table 1. Criteria for interpreting responses.

Source: Self-made (2023).

Results

In the following tables presented below, the results of the variables and dimensions are expres-

sed in frequencies, percentages, and the interpretation of the scale.

Table 2. Components of emotional intelligence.

Source: Self-made (2023).

Variables Values Options Quntitative value Categories

Emotional intelligence of teachers and

biology learning of studentsInteligencia

emocional de los docentes y aprendizaje

de la biología de los estudiantes.

Positive

Always 4 Efficient

Almost always 3 Not very efficient

Negative

Almost never 2 Inefficient

Never 1 Very inefficient

Indicadores Opcions Always Almost always Almost never Never Total Categories

Subjetcs Stu. Teac. Stu. Teac. Stu. Teac. Stu Teac. Stu. Teac. Stu.. Teac.

Self-awareness Fa 3 3 19 1 13 1 3 0 38 5

Not

very efi-

cient

Efficient

%7,9 60,0 50,0 20,0 34,2 20,0 7,9 0 100 100

Self-regulation Fa 4 1 18 3 14 1 2 0 38 5

Not

very efi-

cient

%10,5 20,0 47,4 60,0 36,9 20,0 5,2 0 100 100

Motivation Fa 11 1 14 2 10 1 3 1 38 5

%28,9 20,0 36,9 40,0 26,3 20,0 7,9 20,0 100 100

Empathy Fa 10 2 17 1 8 1 3 1 38 5

Efficient

%26,3 40,0 44,7 20,0 21,1 20,0 7,9 20,0 100 100

Social skills Fa 9 2 21 1 7 1 1 1 38 5

%23,7 40,0 55,3 20,0 28,4 20,0 2,6 20,0 100 100

52 Savier Fernando Acosta Faneite

In Table 2, the results of the "components of emotional intelligence" dimension are shown. Re-

garding the "self-awareness" indicator, 50% of biology education students expressed that tea-

chers almost always know how to identify, recognize, and understand their own emotions and

those of others; placing these results in the category of low efficiency. On the other hand, bio-

logy teachers, at 60%, claim that they always know how to interpret their emotions and those

of other individuals; placing themselves in the efficient category.

For the "self-regulation" indicator, 47.4% of students expressed that teachers are almost always

capable of controlling and regulating emotions and reactions; placing these results in the cate-

gory of low efficiency. In the case of teachers, 60% stated that they almost always regulate emo-

tions and reactions due to various situations they face in their academic practice and daily life;

placing themselves in the category of low efficiency.

In the "motivation" indicator, students, at 36.9%, state that teachers almost always, despite the

circumstances they live in, are motivated, guide students, set goals, and work to achieve them;

placing these results in the category of low efficiency. On the other hand, teachers, at 40%, ex-

pressed that they almost always have motivation and set goals for their personal and profes-

sional lives; placing these results in the category of low efficiency.

In the "empathy" indicator, students, at 44.7%, point out that teachers almost always have the

ability to understand the emotions of others; placing these results in the category of low effi-

ciency. Whereas teachers, at 40%, express that they always have the ability to identify and un-

derstand people's emotions; placing these results in the efficient category.

Regarding "social skills," students express that 44.7% of teachers almost always relate and com-

municate effectively with others, establish healthy interpersonal relationships, and work in teams;

placing these results in the category of low efficiency. However, teachers, at 40%, affirm that

they always establish communication with their colleagues and students; placing these results

in the efficient option.

Table 3. Learning styles according to the modulating agent.

Source: Self-made (2023).

Indicators

Options Always Almost always Almost never Never Total Categories

Subjetcs Stu. Teac. Stu. Teac. Stu. Teac. Stu. Teac. Stu. Teac. Stu. Teac.

Convergent

learning

Fa 5 1 20 2 10 1 3 1 38 5 Not very

efficient

Not very

efficient

%13,2 20,0 52,6 40,0 26,3 20,0 7,9 20,0 100 100

Divergent

learning

Fa 14 1 19 3 3 1 2 0 38 5 Not very

efficient

Not very

efficient

%36,9 20,0 50,0 60,0 7,9 20,0 5,2 0 100 100

Assimilative

learning

Fa 15 1 13 2 7 1 3 1 38 5 Efficient Not very

efficient

%39,5 39,5 20,0 34,2 40,0 20,0 7,9 20,0 100 100

Accommoda-

tive learning

Fa 9 9 1 18 2 1 2 1 38 5 Not very

efficient

Not very

efficient

%23,7 20,0 47,4 40,0 23,7 20,0 5,2 20,0 100 100

The emotional intelligence of teachers for the learning

of biology in university students

Revista Digital de Investigación y Postgrado, 5(9), 43-60

ISSN electrónico: 2665-038X

Table 3 displays the results of the "learning styles" dimension according to the modulating agent.

For the "convergent learning" indicator, biology education students, at 56.2%, express that they

almost always perceive information in a concrete manner and are capable of finding practical

solutions to their problems; placing these results in the category of low efficiency. On the other

hand, biology teachers, at 40%, indicate that almost always students receive accurate informa-

tion and seek solutions to the situations they encounter; placing these results in the category

of low efficiency.

Regarding the "divergent learning" indicator, 50% of the students indicate that they almost al-

ways offer multiple solutions to problems, show creativity, and generate innovative ideas; placing

these results in the category of low efficiency. Teachers, at 60%, agree with the students that

they almost always seek to solve difficulties, are creative, and innovative; placing these results

in the option of low efficiency.

In the case of the "assimilative learning" indicator, 39.5% of students mention that they always

have the capacity for abstract knowledge and excel in research; placing these results in the ef-

ficient category. Whereas teachers, at 40%, indicate that students almost always develop this

type of learning; placing the results in the option of low efficiency.

In relation to the "accommodative learning" indicator, 47.4% of biology education students in-

dicate that they are almost always capable of quickly adapting to different situations, leading,

and socially interacting; placing these results in the option of low efficiency. Biology teachers, at

40%, indicate that almost always students have the ability to communicate easily with their

peers; placing these results in the option of low efficiency.

Discussion of results

To establish a theoretical framework that provides an explanation for the study's phenomenon,

it is relevant to begin with Goleman's conception of emotional intelligence. He defines it as the

ability to perceive, understand, and regulate one's own emotions, as well as to understand and

successfully relate to others. This capacity aids in making well-informed decisions, managing

stress and interpersonal interactions successfully, and achieving personal and professional life

goals.

Now, in studying certain indicators of emotional intelligence, which include self-awareness, self-

regulation, motivation, empathy, and social skills (these being the components of emotional in-

telligence), Tacca et al. (2020) point out that teachers must have developed these components,

which should manifest through the skills they demonstrate in interacting with students and se-

lecting pedagogical mechanisms. This achievement is attainable through assertive decisions re-

garding strategies and resources implementation.

In this line of thought, concerning the self-awareness indicator, the results indicate a lack of ef-

ficiency. This suggests a weakness among teachers, as expressed by Barragán & Trejos (2022),

54 Savier Fernando Acosta Faneite

considering it an essential professional competence that educators should possess. This self-

awareness allows them to understand themselves, be conscious of their motivations, needs,

thoughts, and feelings, and how these affect behavior and connections with others and the en-

vironment.

Regarding the indicator of self-regulation among teachers, the results differ from Gaeta's (2014)

description, who refers to this ability as the capacity to manage and control one's own behavior,

and to plan and monitor one's learning and professional development. This implies that teachers

should be capable of identifying their strengths and weaknesses, setting realistic goals to im-

prove their performance, seeking feedback and support, and adjusting their practices accor-

dingly.

As for teachers' motivation, the indicator showed a weakness. This contradicts Durange's (2022)

assertion, as teacher motivation is significant, affecting performance and the quality of education

they provide. When a teacher is motivated, committed, and holds a positive attitude towards

instruction, students' interest and commitment increase. Moreover, motivation can help teachers

be more creative and innovative in their teaching methods and stay updated in their field of

study.

According to the results, the empathy indicator exhibited weakness. This contrasts with Pincay

et al. (2018) statement that empathy is fundamental for educational success and student lear-

ning. It implies that teachers should put themselves in students' shoes to understand their fee-

lings, thoughts, and motivations. An empathetic relationship between the teacher and the

student promotes meaningful learning and reduces disciplinary problems. Hence, the teacher's

empathy is essential for helping students integrate with peers and understand their needs.

Concerning the indicator of social skills, weaknesses were identified, as it was rated as inefficient.

This contradicts Huambachano & Huaire's (2018) perspective, emphasizing the importance for

teachers to connect with students with kindness, respect, empathy, humility, and trust. Moreover,

teachers should possess effective communication skills, utilizing various resources such as oral,

written, and body language. These skills are mainly acquired through learning, observation,

imitation, experimentation, and information.

In this context, Extremera et al. (2020) point out that teachers' social and emotional skills are

fundamental for achieving effective teaching objectives. Therefore, emotional inclusion in clas-

srooms should be promoted, recognizing that teachers are perceived as the main role models

for students' attitudes, behaviors, feelings, and emotions. Consequently, they should establish

a healthy and intimate connection with students, understand their emotional state, teach them

self-understanding, and facilitate conciliatory and calm conflict resolution.

On the other hand, Macazana et al. (2021) express the necessity for teachers to develop the

components of emotional intelligence, as they influence students' behaviors. Therefore, teachers

need to recognize emotions that favor concentration, motivation, and all elements contributing

The emotional intelligence of teachers for the learning

of biology in university students

Revista Digital de Investigación y Postgrado, 5(9), 43-60

ISSN electrónico: 2665-038X

to the assimilation of academic information and enhancing students' mental processes.

According to Hernández & Guárate (2017), as mediators between the subjects they teach and

how students acquire that knowledge, teachers should serve as role models. Students spend a

significant amount of time in class, making it essential to channel feelings and emotions through

a mentor's image. However et al. (2017) indicate that for students to develop emotional feelings

and skills associated with emotional intelligence, they require a teacher to be their emotional

guide.

Similarly, Acosta & Villalba (2022) suggest that as teachers, it's essential not to forget that a sig-

nificant part of fostering feelings and values occurs with the assistance of parents. Thus, activities

with parents should be conducted, enabling them to be models for their children at home.

School meetings with parents and children should also be held to discuss and provide a set of

recommendations applicable at home.

Regarding the results obtained from the learning style dimension based on the modulating

agent, such as convergent, divergent, assimilative, and accommodative learning, these were

perceived as inefficient. This indicates weakness, contradicting Kolb's (2014) assertions that lear-

ning is constructed from lived experiences and social situations. When combined, students focus

on finding efficient solutions to specific problems, particularly situations involving logic and

creativity, such as answering multiple-choice questions or solving problems recognizing they

have a possible solution.

For the indicator of convergent learning, the results suggest inefficiency. This contradicts the

viewpoints of Acevedo et al. (2016), who note that this occurs when a person perceives infor-

mation concretely and can find practical solutions. It centers on acquiring cross-cutting com-

petencies and encourages student participation in their own learning. It seeks to integrate

different disciplines and approaches to solve complex problems, fostering critical thinking, pro-

blem-solving, and collaboration. Therefore, students need to engage in this type of learning to

acquire necessary skills for their academic formation.

Concerning the indicator of divergent learning, the survey respondents indicated weakness.

Silva (2018) states that this approach focuses on developing critical, creative, and flexible thinking

skills, fostering inquiry, ingenuity, and generating multiple solutions instead of seeking a correct

answer. This educational approach is designed to empower students and prepare them for real-

world challenges.

For the indicator of assimilative learning, the results show weakness, differing from Rodríguez's

(2020) description. According to him, this style involves integrating new information into pre-

existing mental schemes that allow individuals to build knowledge and understanding of the

surrounding world. In this sense, Blanco & Acosta (2023) note that it is an active process in

which individuals attempt to relate, argue, and comprehend new information, also allowing

them to engage in research.

56 Savier Fernando Acosta Faneite

Finally, concerning the accommodative learning indicator, the results differ from the viewpoint

of Tripodoro & De Simone (2015), as this style is characterized by active experimentation and

practical tasks. Therefore, individuals tend to learn best when engaged in real-world situations,

facing challenges, and directly solving problems. It's an adaptive style characterized by the ability

to quickly adapt to new situations and make rapid decisions based on practical experience. Es-

sential for learning biology and highly effective in fast-paced situations requiring swift reactions.

According to Kolb, learning is fundamental as it enables individuals to adapt, improve, and make

effective decisions based on past experiences. It also allows them to face new challenges, op-

timize behavior, and achieve the best outcomes in various environments and situations. The

importance of learning style lies in helping individuals understand how they learn best, so they

can adapt their style or way of acquiring knowledge. Furthermore, Kolb's model has been used

in education to enhance teaching and learning, and to assist individuals in being more produc-

tive and effective team members.

Conclusions

Once the results have been analyzed, it can be indicated that, according to what the students

expressed, it was evident that almost never do the professors in the Education in Biology pro-

gram at the University of Zulia exhibit the components of emotional intelligence, placing these

findings in the category of low efficiency. In the case of the teachers, they point out that they

efficiently demonstrate the indicators of self-awareness, empathy, and social skills, but self-re-

gulation and motivation are not very efficient. These results indicate a weakness in the teachers

in this dimension; perhaps this is due to the social, economic, and political factors that teachers

currently experience.

Regarding the case of learning according to the modulating agent, the results presented by the

Education in Biology students indicate that they almost never acquire knowledge. They attribute

this to the possibility that teachers may not properly employ the components of emotional in-

telligence and methodologies so that students can apply learning strategies appropriately, pla-

cing these results in the category of low efficiency. On their part, the teachers express that

students rarely apply learning styles in their classes, placing these results in the category of low

efficiency as well. They also show concern, as this has an impact on their professional develop-

ment.

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