Emotional intelligence and its relationship with the school climate in students of a private educational institution in Villa El Salvador, Perú.
DOI:
https://doi.org/10.36097/rsan.v1iEspecial_3.3748Keywords:
Emotional intelligence, School climate, Secondary school students, TeenagerAbstract
This study aimed to determine the relationship between emotional intelligence and school climate among students at a private educational institution in Villa El Salvador, Peru. A quantitative, basic, correlational, non-experimental, and cross-sectional study was conducted. Using non-probability sampling, 142 students aged 12 to 15 years and enrolled in the first through third grades of secondary school were selected. The 24-item Trait Meta-Mood Scale, which assesses emotional attention, clarity, and repair, and the Moos School Social Climate Scale were administered. Data were processed using SPSS version 25 and analyzed with Spearman’s rho correlation coefficient. No statistically significant relationship was found between emotional intelligence and school climate (ρ = .046, p = .583). Likewise, no significant associations were identified between school climate and emotional attention (ρ = −.072, p = .392), emotional repair (ρ = .103, p = .223), or emotional clarity (ρ = .103, p = .223). In the sample examined, no evidence of an association between perceived emotional intelligence and school climate was found. The findings suggest that other personal, family, and institutional variables should be examined, while considering the limitations associated with non-probability sampling, the use of self-report measures, and the inclusion of a single educational institution.
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