Factors influencing the emotional state and performance of teachers in face-to-face education

Abstract

The objective of this study was to identify the factors that influence the emotional state and performance of teachers in face-to-face education. A qualitative approach was applied, with the hermeneutic phenomenological method. The technique used was the semi-structured interview because it will allow information to be collected through open and closed questions, validated by expert judgment. The sample was non-probabilistic for convenience due to the degree of friendship of the five selected teachers. The results show the importance of maintaining a positive school environment to have active participation, not overloading work since this can generate a degree of stress that prevents correct development, maintaining a good relationship with students so as not to violate the rights of both. and can prioritize communication, and reach agreements that benefit everyone within the classrooms. In conclusion, it can be noted that the importance of a teacher's emotional state is fundamental in face-to-face education. The teacher is a key figure in the training and development of students, and their emotional state can significantly influence the learning environment and the well-being of the students.