Emotional competencies of Physical Education teachers and their influence on the motivational climate in the classroom
DOI:
https://doi.org/10.47197/retos.v79.119215Keywords:
Emotional competencies , motivational climate, motivation, physical education, studentsAbstract
Introduction: Teachers’ emotional competencies constitute a relevant component of the educational process, especially in Physical Education, where social interactions and emotional experiences influence students’ perception of the motivational climate and their level of participation.
Objective: To analyze the motivational climate perceived by students in Physical Education classes, considering teachers’ emotional competencies as a contextual factor in educational institutions in the province of Manabí, Ecuador.
Methodology: A quantitative study was conducted using a non-experimental, cross-sectional design with a descriptive–comparative scope. The sample consisted of 240 students from upper basic education and high school, as well as 12 Physical Education teachers, considered as pedagogical references for the evaluated groups. Likert-type questionnaires were applied to measure students’ perceptions of the motivational climate and teachers’ emotional competencies. Data analysis included descriptive statistics and comparisons between class groups.
Results: Teachers showed high levels of emotional competencies, particularly in empathy and emotional awareness. Students perceived a predominantly learning-oriented motivational climate, characterized by high levels of participation, interest, and enjoyment. Additionally, variations were observed across class groups, with descriptive trends suggesting higher levels of learning-oriented climate in contexts associated with teachers displaying higher emotional competencies.
Conclusions: The findings provide evidence of the role of teachers’ emotional competencies as a contextual element in shaping the motivational climate in Physical Education, highlighting the importance of strengthening socio-emotional training in teacher education.
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Copyright (c) 2026 Marianela Silva Sánchez, Amarilis Laínez Quinde, Joselin Maritza Vera García, Wilson Alexander Zambrano Vélez, Ruth Elizabeth Hernández Suárez
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