Student satisfaction and teachers' emotional intelligence in higher education

Abstract

To determine the relationship between student satisfaction and teacher emotional intelligence into first post-pandemic face-to-face semester. Methods: Through a quantitative methodology, the questionnaire to estimate the satisfaction of university students with education (SEUE) was applied to 341 students and the Trait Meta-Mood Scale 24 (TMMS-24) to 59 teachers. The design had a descriptive approach kind of correlational between the two variables. Results: It was evidenced that less than 20% of teachers have poor emotional intelligence, with a greater percent in men (19.79%) than women (17.28%). The 50.29% of the students are "Very satisfied", however, women present a particular dissatisfaction. With the analysis of variables, an inverse correlation coefficient (-0.138) was determined with a greater presence in men than women. Conclusions: A satisfied student population promotes an adequate classroom and institutional climate, however, the teachers must increase their emotional intelligence according to their deficiencies, to avoid the negative influence in satisfaction and teaching-learning process.