Affective-emotional profile in teachers of administrative sciences towards basic sciences

Abstract

The research follows a quantitative, explanatory, correlational, quasi-experimental, cross- sectional and multilevel analysis approach that analyzes the variability between business science teachers working in public institutions and those working in private institutions (level 1) and between the two types of institutions (level 2), whose starting hypothesis establishes that business science teachers in each type of institution have similar competencies and emotions with respect to those belonging to the other type of educational institution. The objective of the research is to identify emotions in business science teachers and their determinants. The sample consisted of 90 business science teachers, applying a structured instrument with 20 items on a nominal scale to measure personal variables and emotions and 20 items on a Likert scale to analyze competencies. It was found that there are significant differences between the personnel according to the institutions with respect to competencies and emotions, since the intraclass correlation coefficient of the null model prevents the fulfillment of the hypothesis of independence. Consequently, business science teachers from the same type of institution have similar competencies and emotion management compared to those from another educational institution; predictor variables of the levels were incorporated: educational institution and academic factors of the business science teacher and their interrelation. The research concludes that there are three profiles of professors who provide guidance in business science programs, a profile associated with professional training and the perception of basic sciences. The research estimates a multilevel model of emotions adequate to describe the relationship between the predictor variables, teaching-oriented activities and the promotion of learning environments that develop competencies in entrepreneurship and business management in higher education students to promote meaningful learning and strengthen the institutional strategy based on the management of emotions of business science teachers.