Needs of an emotional nature of teachers in the context of a pandemic

Abstract

INTRODUCTION: Although evidence has been generated on the positive impact of emotional training in teachers, there is a need to collect empirical and situated data on the role that the emotional dimension has in the school environment in the context of the health emergency, for the design, implementation and evaluation of processes that allow increasing competencies/skills/emotional skills in teachers. Given the above, this research aims to identify needs of an emotional nature related to the class work of teachers in the context of a pandemic. METHOD: A qualitative analysis of a group interview with 54 teachers from two educational centers in the regions of Valparaíso and Ñuble, in Chile, was carried out. RESULTS: The needs of an emotional nature detected in this research correspond to: acquisition of tools for tolerance to frustration and emotional regulation, learning of strategies for managing anxiety and stress, as well as the requirement to reinforce a positive outlook and optimism. DISCUSSION: The difficulties caused by telematic work and the compatibility of roles and tasks that correspond to teachers as members of a school community and their family group, preferably derive from unpleasant experiences associated with emotions such as frustration, anxiety, stress, sadness and sorrow, which should lead to the recognition of needs that guide the design of support proposals for the members of the educational communities, from a situated perspective, adjusted to their requirements.