Intelligence émotionnelle et efficacité pédagogique des enseignants du secondaire au Cameroun.

Abstract

Teaching is a profession where the affective dimension occupies an essential place in educational interventions. Thus, emotional competence in the teaching profession becomes an asset in building professional skills. Also, many teachers talk about their passion for teaching. It is through the concept of flow, which is a state of pleasure and total commitment in an activity, that this passion for teaching will be discussed. Two research objectives are proposed: the first is to explore the manifestation of the flow and emotional competence in a global perspective and the second is to explore possible relationships between the dimensions of the flow and the components of emotional competence for teachers at the College level. 103 College teachers in the Ebolowa area responded to questionnaires on flow and emotional competence in our study. A correlational descriptive study was used for analysis purposes. Regarding the first research objective, the results show that college teachers live the flow as part of their teaching activity and have a high emotional competence profile. The results of the second research objective indicate that all analyzed dimensions of the flow have at least one positive dependency link with one or more components of emotional competence. The dimensions of the flow which have a greater number of positive correlations with emotional competence, whose intensity varies from low to medium, are cognitive absorption and autoletic experience.