Research Competencies of Higher-Education Teaching Staff Based on Emotional Intelligence

Abstract

The present study aims to describe the research skills of university professors at the Universidad Iberoamericana del Ecuador (UNIBE) through emotional intelligence. The research is focused on the quantitative paradigm, through a descriptive study of a population, which was represented by 35 full-time professors of the university. For the collection of data, a survey was applied as the technique, and as an instrument, a questionnaire was used to the teaching population, it is subdivided into the following variables: emotional self-knowledge, emotional self-control, and structured self-motivation. The Likert model is used for responding with a scale of 5 alternatives. To test the reliability of the instrument, a pilot test was applied, giving a value of 0.894 of the Cronbach alpha statistical coefficient. The scales present Kendall's coefficient of agreement presenting as similarity of variables with a value of p = 0.039, congruence (p = 0045), and tendentiousness (p = 0.035). In conclusion, it is established that research competencies are an attitudinal alternative that imply the understanding and transfer of knowledge, as well as emotional values oriented to significantly stimulate the research potential of a university professor. This shows difficulties in terms of the acquisition of research skills, referring to a set of knowledge, skills, behaviors, and values that teachers should use to face their daily academic lives.