| The purpose of this applied doctoral project was to design an emotional intelligence training program for K-12 teachers from Monterrey, Mexico. Teachers are highly fundamental to the realization of quality education and have a vital role in promoting and modeling social emotional competencies among their students (Devaney, O'Brien, Tavegnia, & Resnik, 2005, pp. 111-112). However, teachers need to acquire social emotional competencies themselves first, in order for them to be able to model and teach those competencies to their students more effectively (Devaney et al., 2005, pp. 111-112). The problem is that currently most teacher training programs do not foster the development of emotional intelligence among teachers; even preservice teachers do not receive training on this topic (MacPhee & Seligson, 2004, p. 80). In addition, within Latin-American countries, there is a great need to foster among its citizens social emotional competencies (Gonzalez, 2014, pp.47, 55). For such reason, the purpose of this project was to design a teacher training program on the topic of emotional intelligence development. This project used as a foundation professional literature review, information from five existing emotional intelligence training programs, the brief information provided by an expert on EI development, and the information provided by three Mexican experts on adult professional development. The information obtained through all the sources was synthesized, analyzed, and triangulated to serve as a foundation for conceptualizing and designing an emotional intelligence teacher training program, which is the main outcome of this applied doctoral project. |
