The teacher as an emotional manager in learning environments

Abstract

The study of the teacher as an emotional manager in learning environments is particularly relevant in the Ecuadorian context, where emotional education has become a fundamental axis for the integral formation of students. The development of emotional skills such as self-awareness, self-regulation, empathy, and social skills are essential for Ecuadorian students to successfully navigate today's society. In this sense, the teacher's emotional management becomes a fundamental pillar for creating a positive and effective learning environment. By adequately managing their emotions, teachers can create a climate of trust and security where students feel comfortable expressing their emotions and learning. The study was developed using a theoretical review methodology, evidencing the need to strengthen the training of Ecuadorian teachers in emotional management strategies. This training should provide them with tools to identify and understand emotions, regulate them effectively, develop empathy for their students' emotions, communicate assertively, and model effective emotional management in the classroom. In conclusion, it is recommended to implement continuous training programs for teachers in emotional management; include emotional education in the curriculum; and promote collaboration between teachers, families, and the community to support students' emotional development. Investing in the emotional training of Ecuadorian teachers is an investment in the country's future. Children and young people with well-developed emotional skills will be happy, resilient, and successful citizens, capable of contributing to the social and economic development of Ecuador.