Teaching in Secondary School before the challenge of emotions socio-emotional competence of the teacher to educate an active citizenship

Página 126 Mercedes Llorent-Vaquero, Isotta Mad Fadden y Vicente Llorent-Bedmar. La docencia en Educación Secundaria ante el reto de las emociones…. Fecha de recepción: 03-02-2018 Fecha de aceptación: 15-02-2018 Llorente-Vaquero, M., Mac-Fadden, I. y Llorent-Bedmar, V. (2018). La docencia en Educación Secundaria ante el reto de las emociones: competencia socioemocional del profesorado para educar en una ciudadanía activa International Journal of Educational Research and Innovation (IJERI), 10, 126-140 ISSN: 2386-4303 La docencia en Educación Secundaria ante el reto de las emociones: competencia socioemocional del profesorado para educar a una ciudadanía activa Teaching in Secondary School before the challenge of emotions: socio-emotional competence of the teacher to educate an active citizenship 1 Mercedes Llorent-Vaquero Sevilla University m[email protected] Isotta Mac Fadden Pablo de Olavide University of [email protected] Vicente Llorent-Bedmar Sevilla University [email protected] RESUMEN. En la sociedad actual parece ser imprescindible invertir en la educación para una ciudadanía activa que favorezca la cohesión social, a través del desarrollo global de la persona. En este sentido, los agentes educativos tienen la responsabilidad de promover un aprendizaje activo que ponga en primer plano la importancia de las habilidades socioemocionales. En esta dirección, la educación socioemocional -orientada a aprender a conocer, a hacer, a convivir, a serparece ofrecer las herramientas para el desarrollo pleno de la persona. El objetivo principal de este artículo es profundizar en la situación actual de las competencias socio-emocionales en contextos escolares. Para ello, se ha realizado un estudio-piloto en dos Institutos de Educación Secundaria de Sevilla, dónde la muestra final participante ha alcanzado los 44 profesores. Hay que hacer reflejar que estudio se realiza en el marco del proyecto de Investigación escolares de educación secundaria (Bachillerato) en Marruecos y España, financiado por el Ministerio de Asuntos Exteriores. PALABRAS CLAVE. Cohesión social; competencias socio-emocionales; ciudadanía; educación secundaria; formación del Profesorado. ABSTRACT. In today's society it seems to be essential to invest in education for an active citizenship that favors social cohesion, through the global development of the person. In this sense, educational agents have the responsibility to promote active learning that puts the 1 This study is carried out within the framework of the research project "The role granted to women in secondary school textbooks (Baccalaureate) in Morocco and Spain. Funded by the Ministry of Foreign Affairs. Spanish Agency for International Cooperation for Development, within the framework of the Interuniversity Cooperation and Scientific Research Program (project number A / 030059/10). Página 127 Mercedes Llorent-Vaquero, Isotta Mad Fadden y Vicente Llorent-Bedmar. La docencia en Educación Secundaria ante el reto de las emociones…. Fecha de recepción: 03-02-2018 Fecha de aceptación: 15-02-2018 Llorente-Vaquero, M., Mac-Fadden, I. y Llorent-Bedmar, V. (2018). La docencia en Educación Secundaria ante el reto de las emociones: competencia socioemocional del profesorado para educar en una ciudadanía activa International Journal of Educational Research and Innovation (IJERI), 10, 126-140 ISSN: 2386-4303 importance of socio-emotional skills at the forefront. In this direction, socio-emotional education -oriented to learn to know, to do, to live together, to beseems to offer the tools for the full development of the person. The main objective of this article is to deepen the current situation of socio-emotional competences in school contexts. For this, a pilot study has been carried only in two Secondary Education Institutes of Seville, where the final participant sample has reached 44 professors. It should be noted that this study is being carried out within the framework of the secondary school research project (Baccalaureate) in Morocco and Spain, funded by the Ministry of Foreign Affairs. KEY WORDS. Social cohesion; socio-emotional competences; citizenship; Secondary Education; teacher training. 1. Socio-emotional competences as a new learning perspective. In a society where one of the main problems is the lack of social cohesion (Archibugi, 2002; Utting, 2015; Wacquant, 2015; Steger, 2017), it would appear to be indispensable to focus educational efforts on the overall development of the individual finalized to promote active citizenship. Therefore the educational agents -like family and schoolare responsible for promoting learning that places, at the center of their objectives, the development of socio-emotional competences, and not only to favor a type of education oriented to passive learning (Albuquerque, 1997, Nussbaum, 2011; Pendenza, 2017). In accordance with what Unesco's report states (Unesco, 2011), the school contains a treasure: education for life is based on four fundamental pillars: learning to know, to do, to live together, to be. In this direction, it seems that socio-emotional education offers the tools that aims towards the full development of the person (González, 2000, Rosario and others, 2009; Bisquerra, 2012). Understood in a broad sense, as something more than a subject (Bolívar, 2007), education for citizenship includes all that set of knowledge and skills that make possible the integration and active participation in public life, which all citizens must possess at the end of compulsory schooling. Therefore, as Escudero (2006b: 36) argues, "in curricular terms, the first task and contribution of citizenship education is to develop with relevance and effectiveness the essential learning that is essential to know, have abilities, be free and act responsibly". In this sense, it is considered essential at the European level to invest in lifelong learning that understands education as a process that lasts a lifetime, and that is strictly interconnected with socio-emotional and civic competences. In relation to this approach, it should be noted that these include personal, interpersonal, and inter-cultural competences and concern all forms of behavior that allow people to live in increasingly diversified and complex societies (Sen, 2007; Touraine, 2011; García, Cano, 2012; Teubner, Sasse and Krasner, 2012) . Página 128 Mercedes Llorent-Vaquero, Isotta Mad Fadden y Vicente Llorent-Bedmar. La docencia en Educación Secundaria ante el reto de las emociones…. Fecha de recepción: 03-02-2018 Fecha de aceptación: 15-02-2018 Llorente-Vaquero, M., Mac-Fadden, I. y Llorent-Bedmar, V. (2018). La docencia en Educación Secundaria ante el reto de las emociones: competencia socioemocional del profesorado para educar en una ciudadanía activa International Journal of Educational Research and Innovation (IJERI), 10, 126-140 ISSN: 2386-4303 In turn, these skills allow us to communicate constructively and in different contexts, negotiate meanings and representations of reality, understand different views, have selfconfidence and empathy: one might be talking about emotional literacy. Social and emotional education (Social Emotional Learning), in fact, refers to the process by means of which children and adults develop fundamental competences in favoring a school performance and a positive insertion in the social reality. Evolutionary psychology and emotional education show how it is possible to develop emotional competences from as early as childhood (Ellsworth, Scherer, 2003; Lantieri, 2009; Bredekamp, 2011; Durlak and others, 2015; Dorfsman, 2012). Although the introduction of socio-emotional skills in education dates back to the 1990s with the PATHS (Providing Alternative Thinking Strategies) - an integrated intervention that aims to promote emotional and social competences and to reduce problems of aggression and behavior, promoting educational processes in the classroom that cover five conceptual spheres: self-control, emotional awareness, positive self-esteem, relationships and interpersonal Problem skills solving - there is still a lack of an ecological perspective in the implementation of an emotional literacy program in schools (Greenberg & Kuschè, 2009; Ortega-Ruiz, Del Rey and Casas, 2015; Romera, Gómez-Ortiz and García- Fernández, 2016). From this perspective, one of the contemporary challenges at an educational level is to train teachers not only to develop linguistic and logical-abstract skills, but also to cure the affective-relational dimension, to scratch the resistance in schools to emotional literacy. Likewise, this dimension would have to be integrated transversally to the didactic process, taking into account the strong connection between the cognitive and emotional dimension, which must be developed not only by the teachers but also in the interactions between peers (Baquero, 2006; Blanco, 2009; Chaux, 2010) . It is necessary to emphasize that the socio-emotional competences then concern the ability to recognize, understand, and manage emotions and know how to relate positively with others. Some of these skills develop in the first years of age, others develop in peer relationships. Then, the fundamental role of the school is evident. According to the organization Collaborative for Academic,Socialand EmotionalLearning (CASEL , 2003) a nd on the same line as the main literature on this subject (Vallés and Vallés, 2000; Repetto, Pena and Mudarra, 2007; Zych, Elipe and Sánchez, 2016), 5 main social-emotional competences can be identified:  Self-awareness: recognize your own emotions, identify and cultivate your own points of strength and positive qualities.  Social conscience: understanding thoughts and emotions of others and their differences management: monitor and control emotions to achieve pro-social objectives.  Relational skills: establish healthy relationships and favor mutual help, negotiating conflicts.  Make responsible decisions: evaluate situations to promote one’s own well-being and that of others. Página 129 Mercedes Llorent-Vaquero, Isotta Mad Fadden y Vicente Llorent-Bedmar. La docencia en Educación Secundaria ante el reto de las emociones…. Fecha de recepción: 03-02-2018 Fecha de aceptación: 15-02-2018 Llorente-Vaquero, M., Mac-Fadden, I. y Llorent-Bedmar, V. (2018). La docencia en Educación Secundaria ante el reto de las emociones: competencia socioemocional del profesorado para educar en una ciudadanía activa International Journal of Educational Research and Innovation (IJERI), 10, 126-140 ISSN: 2386-4303 In this work, it has seemed valuable to refer to the review of Bisquerra and Pérez (2007) of the main reflections on emotional competences, that is, that set of skills, abilities and knowledge used to understand and live emotional phenomena properly. Following these authors, they can identify five dimensions that are detected as fundamental when wanting to analyze the use of competences in their globality: emotional awareness, emotional regulation, emotional autonomy, social competences, and competencies for life and wellbeing. The richness of this contribution is that each of these competences are subdivided into more specific competences: the possibility of self-expression through more specific competences allows to facilitate the study and deepening of the phenomenon. Consequently, and bearing in mind the arguments outlined, to cultivate these skills is the budget of a learning finalized to form free and autonomous citizens: for this reason, these skills have to be at the base of the teaching profession. On the other hand, we must bear in mind that the lack of these capacities leads to mis-directed educational interventions (AA.VV., 2003; Blandino, Marmocchi et al., 2004; 2008; Mariani and Schiralli, 2012). Definitely, It can be said that these skills are essential to help children recognize their own emotions and those of others, act positively with their own colleagues and in a social context (Antognazza and Sciaroni, 2009). 2. Goals. The purpose of this work is to analyze the socio-emotional competence of secondary education teachers in Seville. In this sense, the following objectives are proposed:  Describe the level of socio-emotional competence of teachers of secondary education in Seville.  Identify factors associated with the socio-emotional competence of secondary school teachers in Seville. 3. Method. In accordance with the objectives, an investigation is proposed from a positivist approach, with a quantitative methodology, based on a descriptive method and a survey type design. The population under study is made up of Secondary Education teachers in Seville. However, since it is a pilot study, this work has been carried out only in two Secondary Education Institutes in Seville, where the final participant sample has reached 44 professors. The participating faculty is distributed 50% between men and women, between the ages of 33 and 60. Around 20% hold a management or coordination position in their center, and most of the participants (81.4%) have a teaching trajectory of between 10 and 30 years. Página 130 Mercedes Llorent-Vaquero, Isotta Mad Fadden y Vicente Llorent-Bedmar. La docencia en Educación Secundaria ante el reto de las emociones…. Fecha de recepción: 03-02-2018 Fecha de aceptación: 15-02-2018 Llorente-Vaquero, M., Mac-Fadden, I. y Llorent-Bedmar, V. (2018). La docencia en Educación Secundaria ante el reto de las emociones: competencia socioemocional del profesorado para educar en una ciudadanía activa International Journal of Educational Research and Innovation (IJERI), 10, 126-140 ISSN: 2386-4303 Figure 1: Years as a teacher. 4. Instrumentation. The data collection instrument is a questionnaire comprising three scales, of which this work analyzes one of them. The scale is adapted from Questionari of Desenvolupament Emotional per Adults (QDE-A) (Bisquerra, 2000), checked with a high degree of reliability. Specifically, the analyzed scale is related to the dimension of socio-emotional competence, which is a Lickert type scale of 20 items that includes values between 0 and 10 among which the faculty must be positioned before a series of affirmations, with 0 completely disagree and 10 completely agree. This scale is subdivided into two dimensions: one that evaluates the positive aspects or strengths of socio-emotional competence and another that analyzes the negative aspects or weak points. Then all is explicated and drawn out. taking into account the reliability and validity of the two sub-scale dimensions, and starting with the statistical reliability of the same aspects. Positive aspects Negative aspects Cronbach's Alpha N of elements Cronbach's Alpha N of elements 733 9 810 eleven Table 1: Cronbach's Alpha. According to Table 1, the reliability of both subscales is considered highly accurate . If we analyze reliability statistics, and if we eliminate each of the items, we obtain an overview in greater detail. 9,3 41,9 39,5 9,3 Página 131 Mercedes Llorent-Vaquero, Isotta Mad Fadden y Vicente Llorent-Bedmar. La docencia en Educación Secundaria ante el reto de las emociones…. Fecha de recepción: 03-02-2018 Fecha de aceptación: 15-02-2018 Llorente-Vaquero, M., Mac-Fadden, I. y Llorent-Bedmar, V. (2018). La docencia en Educación Secundaria ante el reto de las emociones: competencia socioemocional del profesorado para educar en una ciudadanía activa International Journal of Educational Research and Innovation (IJERI), 10, 126-140 ISSN: 2386-4303 Positive aspects Negative aspects Cronbach's alpha if the element has been deleted Cronbach's alpha if the element has been deleted Item 1 699 Item 6 , 786 Item 2 662 Item 7 , 794 Item 3 684 Item 8 , 798 Item 4 , 675 Item 10 , 797 Item 5 , 784 Item 11 , 782 Item 9 682 Item 13 , 831 Item 12 , 683 Item 14 , 786 Item 18 , 733 Item 15 781 Item 20 749 Item 16 , 778 Item 17 , 803 Item 19 , 794 Table 2: Reliability statistics if the element is deleted. Table 2 shows three items that would improve the reliability of the scale when they are eliminated. However, the improvement obtained in statistical reliability by eliminating items 5, 13, and 20, is not significant enough to be eliminated, since the information they provide is more important than the small improvement that would be achieved in the reliability of the scale. Regarding the validity of the scale, the content validity is given by adaptation of the QDE- A scale , a questionnaire based on the theoretical framework of emotional education developed by the GROP (Research Group in Psycho-pedagogical Orientation) (Bisquerra, 2000 and 2007). Taking into account the few instruments to measure emotional competence (Pérez, Petrides and Furnham, 2005), part of a questionnaire has been selected that is the fruit of a clear theoretical framework and firm empirical foundations. With the support of the theoretical framework, it has been decided to reduce the 48 items of the main scale by choosing 4 specific items for each of the five general dimensions, as shown in Table 1. Emotional awareness It's easy for me to realize how others feel I can easily describe my feelings I know how to name the emotions I experience I know how to put myself in the place of others to understand them well Emotional regulation I usually moderate my reaction when I have a strong emotion I get nervous very easily and I also get angry I find it difficult to express my feelings when I talk to my friends I do not know what to answer when they praise me or say nice things about me Página 132 Mercedes Llorent-Vaquero, Isotta Mad Fadden y Vicente Llorent-Bedmar. La docencia en Educación Secundaria ante el reto de las emociones…. Fecha de recepción: 03-02-2018 Fecha de aceptación: 15-02-2018 Llorente-Vaquero, M., Mac-Fadden, I. y Llorent-Bedmar, V. (2018). La docencia en Educación Secundaria ante el reto de las emociones: competencia socioemocional del profesorado para educar en una ciudadanía activa International Journal of Educational Research and Innovation (IJERI), 10, 126-140 ISSN: 2386-4303 Emotional autonomy I am satisfied with my way of facing life and being happy with myself To feel good, I need others to see with sensitive eyes what I say and do I feel easily hurt when others criticize my behavior or work. I often think nice things about myself Social Competences Often when someone talks to me I'm thinking about what I'll say right after Talking to other people whom I scarcely know is difficult, I speak little and feel nervous It's hard for me to defend my opinions when different from other people's Speaking in front of many people is really difficult for me Life and well-being competitions When I realize that I have done something wrong, it worries me for a long time When I do not know something, I behave normally and look for information and help without too much difficulty I am very concerned that others might discover that I have not done something . It is relatively easy for me to think about the consequences of my decisions Table 3. Adaptation Questionnaire QDE-A (Bisquerra, 2000). Own Elaboration. Regarding the construct validity, the main results are shown below. First, in the following table are exposed the Kaiser-Meyer- Olkin test (KMO) and the Barlett sphericity test of the analyzed two sub -scales. Positive aspects Positive aspects Kaiser-Meyer- Olkin measure of sampling adequacy , 633 Kaiser-Meyer- Olkin measure of sampling adequacy , 697 Bartlett's sphericity test Approx. Chi squared 14 7, 762 Bartlett's sphericity test Approx. Chi squared 154, 193 Gl 36 gl 55 S.I.G. , 000 S.I.G. , 000 Table 4: KMO and Barlett sphericity test. Página 133 Mercedes Llorent-Vaquero, Isotta Mad Fadden y Vicente Llorent-Bedmar. La docencia en Educación Secundaria ante el reto de las emociones…. Fecha de recepción: 03-02-2018 Fecha de aceptación: 15-02-2018 Llorente-Vaquero, M., Mac-Fadden, I. y Llorent-Bedmar, V. (2018). La docencia en Educación Secundaria ante el reto de las emociones: competencia socioemocional del profesorado para educar en una ciudadanía activa International Journal of Educational Research and Innovation (IJERI), 10, 126-140 ISSN: 2386-4303 Table 4 evidenced both sub-scales and reaches an appropriate measure of sample adequacy considered as a whole, and that in both cases reject the hypothesis sphericity of the data matrix, an optimal signification leveling. In turn, the communalities test offers information about how the particular sample measurements of each item are adequate in considering the results of the factorial analysis, having obtained in all items a value greater than 0.4 in both sub-scales. Then, the factor analysis results are as follows: Component Initial eigenvalues Sums of removal of loads squared Total % variance % accumulated Total % variance % accumulated 1 3,450 38,329 38,329 3,450 38,329 38,329 2 1,539 17,105 55,434 1,539 17,105 55,434 3 1,235 13,725 69,159 1,235 13,725 69,159 4 1,003 11,150 80,309 1,003 11,150 80,309 Table 5: Analysis of the main components of the positive aspects sub-scale. In table 5 four components are appreciated with an accumulated value greater than unity, which explain 80.3 % of the variance. Among them, a first more explanatory component is identified (38, 3 % of the variance), differentiated from the rest of the components, therefore, it is necessary to verify that the items of the scale saturate correctly in that first main component (significant correlation greater at 0.30).The matrix of the main components of the scale is shown below: Component Item 1 Item 2 Item 3 Item 4 Item 5 Item 9 Item 12 Item 18 Item 20 1 ,608 ,856 ,748 ,695 -, 035 718 , 777 , 337 269 Table 6: Matrix main component sub-scales positive. Table 6 shows how all the items correctly saturate in the first component, with the exception of items 5 "I usually moderate my reaction when I have a strong emotion" and item 20 "It is relatively easy for me to think about the consequences of my decisions." However, item 20 is very close to the value 0.3 when one considers that the scale measures the overall dimension or construct involving the first component, which would measure the positive aspects of the emotional competence. Notwithstanding item 5, which shows a low saturation in the first component, it must be rewritten or modified to improve the validity of the scale. Regarding the sub-scale of negative aspects of socio-emotional competence, the results of the factorial analysis are presented below. Página 134 Mercedes Llorent-Vaquero, Isotta Mad Fadden y Vicente Llorent-Bedmar. La docencia en Educación Secundaria ante el reto de las emociones…. Fecha de recepción: 03-02-2018 Fecha de aceptación: 15-02-2018 Llorente-Vaquero, M., Mac-Fadden, I. y Llorent-Bedmar, V. (2018). La docencia en Educación Secundaria ante el reto de las emociones: competencia socioemocional del profesorado para educar en una ciudadanía activa International Journal of Educational Research and Innovation (IJERI), 10, 126-140 ISSN: 2386-4303 Component Initial eigenvalues Sums of removal of loads squared Total % variance % accumulated Total % variance % accumulated 1 4,010 36,459 36,459 4,010 36,459 36,459 2 1,709 15,538 51,997 1,709 15,538 51,997 3 1,211 11,009 63,006 1,211 11,009 63,006 4 1,011 9,191 72,197 1,011 9,191 72,197 Table 7: Analysis of the main components of the sub-scale of negative aspects. Table 7 shows four components seen with greater accumulated value per unit, which explain 72, 2% of the variance. Among them, a first more explanatory component is identified (36.5 % of the variance), differentiated from the rest of the components, therefore, it is necessary to verify that the items of the scale saturate correctly in that first principal component (significant correlation greater than 0.30). The matrix of the main components of the scale is shown below: Component Item 6 Item 7 Item 8 Item 10 Item 11 Item 13 Item 14 Item 15 Item 16 Item 17 Item 19 1 687 567 , 510 574 713 , 060 669 711 747 , 467 620 Table 8: Matrix of major components of the sub-scale of negative aspects. Table 8 shows how all the items saturate correctly in the first component, except for item 13 " Often when someone speaks to me I am thinking about what I will say right after. ” Thus, it can be stated in a general way that the scale measures the dimension or construct that implies the first component, which would measure the negative aspects of socio-emotional competence. However, item 13 should be rewritten or modified to improve the validity of the scale by obtaining low saturation in the first component. 5. Results. Level of socio-emotional competence of teachers. After analyzing the reliability and validity of the scale object, one can study in order to get a first impression of the level of socio - emotional competence. In this sense, faculty centers analyzed secondary education, measuring as shown the values obtained in each of the items that make up the two sub–scales, as well as the total value of both. • Item 1: It is easy for me to realize how others feel • Item 2: I can easily describe my feelings • Item 3: I know how to name the emotions I experience • Item 4: I know how to put myself in the place of others to understand them well