Revista Ibero-Americana de Humanidades, Ciências e Educação

This article analyzes the challenges and possibilities of incorporating socio-emotional competencies into teacher education, aiming to contribute to the development of an integrative and humanizing pedagogy. Based on a qualitative bibliographic review, recent studies (2020–2025) were examined, highlighting the impact of socio-emotional competencies on teacher well-being, student engagement, and the quality of pedagogical relationships. The findings indicate that, although theoretical and practical advances have been made, significant gaps remain in initial and continuing education curricula, which are still largely centered on technical and content-based models. The article argues for the urgent need for public policies, curricular guidelines, and formative practices that foster teachers' emotional development, recognizing its essential role in creating healthy school environments and promoting meaningful learning. It concludes that educating emotionally competent teachers is crucial for a more sensitive, ethical, and effective education.

این مقاله چالش‌ها و امکانات ادغام شایستگی‌های اجتماعی-هیجانی در آموزش معلمان را تحلیل می‌کند و هدف آن کمک به توسعه یک پداگوژی یکپارچه و انسان‌دوستانه است. بر اساس یک مرور کتابشناختی کیفی، مطالعات اخیر (۲۰۲۰–۲۰۲۵) مورد بررسی قرار گرفتند که بر تأثیر شایستگی‌های اجتماعی-هیجانی بر بهزیستی معلمان، مشارکت دانش‌آموزان و کیفیت روابط پداگوژیک تأکید دارند. یافته‌ها نشان می‌دهند که اگرچه پیشرفت‌های نظری و عملی حاصل شده است، شکاف‌های قابل‌توجهی در برنامه‌های درسی آموزش اولیه و مستمر باقی مانده است که همچنان عمدتاً بر مدل‌های فنی و محتوامحور متمرکز هستند. این مقاله بر ضرورت فوری سیاست‌های عمومی، راهنماهای برنامه درسی و عملکردهای تربیتی که توسعه هیجانی معلمان را تقویت می‌کنند، تأکید می‌ورزد و نقش اساسی آن‌ها را در ایجاد محیط‌های مدرسه سالم و ترویج یادگیری معنادار به رسمیت می‌شناسد. این مقاله نتیجه می‌گیرد که تربیت معلمان دارای شایستگی هیجانی برای آموزشی حساس‌تر، اخلاقی‌تر و کارآمدتر حیاتی است.

This article sought to adapt and validate an instrument for the perception of management policies and practices aimed at higher education professors, since the available instruments were designed for organisations in general and do not address the particularities of academic work. The instrument was based on two scales already validated for Brazilian organisations, with the addition of items on research incentives, publication support and the teaching career. Content and criterion validity derived from the published origin of the items, complemented by prior definition of the constructs, peer review and pre-testing. A total of 386 professors from Brazilian public and private institutions took part, answering on an interval scale based on adverbs of quantity and frequency. Internal consistency reached a Cronbach's alpha of 0.956. Exploratory factor analysis, used for the statistical validation of the constructs defined a priori, retained six factors explaining 67.3% of the accumulated variance, with a sampling adequacy of 0.948. The expected dimensions were reproduced, and the added items formed a factor of their own. It is concluded that the adapted instrument is suitable for measuring teachers' perception of institutional management.