Emotional autonomy in secondary teachers. Analysis in the framework of a life coaching process

Abstract

We are increasingly aware of the broad spectrum of emotions that are experienced in schools. Experience and scientific literature provide evidence that supports the need for emotional education programs in schools. The main objective of our investigation is to identify the factors that influence the development of the teachers’ emotional autonomy. The methodological design we follow has a mixed approach. Quantitative data collection has been obtained from the emotional development questionnaire CDE A-35 v. 3, administered to a sample of 352 teachers from Andalusia and the qualitative autobiographical interviews with 7 of these teachers that incorporate Life Coaching tools and techniques. The results of the research show that the factors that enhance emotional autonomy are the teaching vocation and the relationship with peers and students. Those that reveal limitations in relation to this autonomy are personal fears and planning difficulty. In conclusion, the factors that influence the development of emotional Autonomy have been identified, on which a future intervention should focus. Likewise, it has been observed that the process of Life Coaching is useful to make teachers aware of their emotional training needs.