Socio-emotional well-being and technological use in remote teaching in high school teachers in Sonora

The aim of this study was to test the relationship between socio-emotional well-being and the use of technology with the pedagogical practice of secondary school teachers in northwest Mexico. A total of 788 teachers participated, out of which 266 (34.1%) were males, 512 (65.6%) females, and 10 (.3%) unspecified. The design of this study is cross-sectional, with an explanatory scope, and used a non-probabilistic convenience sample. Self-administered questionnaires about socioemotional well-being, technology use, and pedagogical practice were used. Descriptive analyzes, correlations, and a logistic regression model were performed to test whether socioemotional well-being and technological use predicted teaching practice. The results indicate significant associations in all the dimensions of socioemotional well-being and the use of technology with pedagogical practice, including emotional regulation and resilience, which are associated at a medium-high level.