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Preliminary Findings from RULER Approach in Spanish Teachers' Emotional Intelligence and Work Engagement
Electronic Journal of Research in Educational Psychology
Short Title: Electronic Journal of Research in Educational Psychology
Format: Journal Article
Publication Date: 2017/12/01/
Pages: 641 - 664
Sources ID: 90766
Notes: Accession Number: EJ1162598; Acquisition Information: University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site:; Language: English; Reference Count: 47; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2017
Visibility: Public (group default)
Abstract: (Show)
Introduction: The goal of this study was to assess the effectiveness of a socio-emotional learning program, RULER, on enhancing both the emotional intelligence and work-related outcomes in Spanish teachers. Measures included: Ability emotional intelligence, assessed by the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and work-related outcomes, such as engagement and burnout. Method: Two private schools from the Autonomous Community of Madrid participated in the study. Once the schools were assigned to experimental or control condition randomly, a total of fifty-four teachers served in the present research, n = 32 teachers participated in the SEL program, n = 22 teachers remained as control group. Results: Multivariate analysis of covariance (MANCOVA) revealed that the SEL group obtained significantly better results in the areas of emotional perception, understanding, and regulation, as also in those related to satisfaction, and commitment to their work, after twenty-four hours of SEL training, across three months, compared with control group. Discussion and Conclusion: These findings expand the literature on the impact of scientific-based programs in the development of personal resources and social and emotional competence in adult population. The paper also discusses practical implications and future research of socio-emotional interventions among adult population, for the development of personal and professional skills, as key factors for an optimal teaching practice.