SOCIOEMOTIONAL ASPECTS OF THE TEACHER IN THE FACE OF COVID-19

The objective of this research was to analyze the relationship between levels of emotional intelligence and family support in a sample of teachers linking variables of teaching, age and sex. We worked with an incidental sample made up of 249 teachers of different educational levels under a non-experimental, cross-sectional and correlational design. For data collection, the TMMS-24 and family APGAR instruments were used. The results indicate adequate levels of clarity and emotional repair in the teachers, as well as normal levels of family support. Regarding the relationship between both constructs, there is a direct and medium-strength association between the clarity and repair factors and family support, indicating that when the perception of support from the family nucleus increases, there is greater emotional intelligence. Regarding the variables age and sex, no significant associations were found. It is concluded that teachers who have family support networks have greater ability to identify, understand and regulate their emotions, as well as develop coping strategies in school and non-school contexts.