Resultados preliminares del método RULER en la inteligencia emocional y el compromiso laboral de profesores Españoles

espanolIntroduccion. El objetivo de este estudio fue evaluar el impacto de un programa de educacion socio-emocional, el metodo RULER, en Inteligencia emocional como habilidad, evaluada por el test de inteligencia emocional Mayer-Salovey-Caruso (MSCEIT), asi como en el compromiso y estres laboral. Metodo. Participaron en el mismo dos escuelas privadas de la Comunidad Autonoma de Madrid (Espana). Una vez que las escuelas fueron asignadas a la condicion experimental o control aleatoriamente, un total de cincuenta y cuatro profesores participaron en la presente investigacion, grupo RULER (n= 32), grupo control (n= 22). Resultados. El analisis multivariado de covarianza (MANCOVA) revelo que tras 24 horas de formacion repartidas a lo largo de tres meses, el grupo RULER obtuvo resultados significativamente mejores en las habilidades de percepcion, comprension y regulacion emocional, asi como en variables relacionadas con la satisfaccion y compromiso en su trabajo docente, en comparacion con el grupo control. Discusion y conclusiones. Estos hallazgos amplian la literatura sobre el impacto de los programas cientificos en el desarrollo de los recursos personales, asi como la competencia social y emocional en poblacion adulta. El articulo tambien discute las implicaciones practicas y lineas futuras de la intervencion socio-emocional en poblacion adulta, para el desarrollo de habilidades personales y profesionales, como factores clave para una optima labor docente. EnglishIntroduction. 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 twentyfour hours of SEL training, across three months, compared with control group. Discussion and Conclusion: These findings expand the literature on the impact of scientificbased 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