Esta investigación tiene como objetivo analizar la percepción del docente sobre las conductas disruptivas y su actuación ante ellas, y su relación con la Inteligencia Emocional. Para ello, hemos contado con la colaboración de docentes de Educación Infantil, Primaria y Secundaria a quienes hemos difundido unos cuestionarios que han respondido de forma voluntaria y anónima. Una vez recogido los datos, hemos podido observar si existen diferencias de las variables que componen las escalas en función del género, tipo de centro, edad y años de experiencia. Por último, hemos establecido las conclusiones sobre la presente investigación, así como una lista de posibles recomendaciones para prevenir las conductas disruptivas y consejos de actuación en clase ante este tipo de comportamientos.
The objective of this research is to analyze the teacher's perception of disruptive behaviors and their actions against them, and its relation with Emotional Intelligence. To do this, we have had the collaboration of Early Childhood, Primary and Secondary Education teachers to whom we have distributed questionnaires that they have answered voluntarily and anonymously. Once the data had been collected, we were able to observe whether there are differences in the variables that make up the scales based on gender, type of center, age and years of experience. Finally, we have established the conclusions about the present investigation, as well as a list of possible recommendations to prevent disruptive behaviors and tips for action in class when faced with this type of behavior.
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