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Abstract

The transformation that education is going through demands a change of role for the teacher, tutor and counselor and the development of their emotional competencies (CEmo), necessary to facilitate better guidance to students throughout their learning process and growth of students. To accompany them in this challenge it is interesting to apply reflective processes, such as coaching, to the educational field (CEd). The objective of our study focuses on understanding the changes perceived by the members of a secondary school in the CEmo of their teachers, after having participated in a contextualized CEd program. A case study is divided into three phases with a mixed integrated design. We focus on the last phase, collecting quantitative data, using the CDE A-35 emotional development questionnaire, administered to the teaching staff, after the intervention, and other qualitative ones, through interviews, focus groups and surveys, to different groups at the school. The qualitative results indicate that teachers perceive that they changed their CEmo and the quantitative data show an increase in the average of almost all the CEmo and suggest that, with a more sustainable program, they could be significant. In conclusion, coaching facilitates the teacher's reflection on his/her new role, how to develop his/her CEmo, contributing to the perception of their improvement and that of other members of the school. Likewise, having participated in these programs and a prior sensitivity to them, are key to promoting and consolidating significant changes in the teaching, tutorial, and guidance function in the future.