Madurez psicoemocional del docente frente a los desafíos del servicio educativo

Luz Marina     González H

doi:10.47606/ACVEN/PH0584

Authors

Luz Marina González H Universidad Pedagógica Experimental Libertador (UPEL)-Venezuela https://orcid.org/0009-0009-4750-4840

DOI:

https://doi.org/10.47606/ACVEN/PH0584

Keywords:

psycho-emotional maturity, teacher,, coping,, , resilience,, educational experience

Abstract

The purpose of this study was to understand teachers’ psycho-emotional maturity in coping with the challenges of educational service from the perspectives of educational actors. The research was conducted under the interpretive paradigm, using a qualitative approach and a phenomenological-hermeneutic method. Three key informants participated: a teacher, a pedagogical coordinator, and a school principal. Data were collected through in-depth interviews and analyzed using open coding, emergent categorization, hermeneutic interpretation, and theoretical triangulation. Findings show that psycho-emotional maturity is progressively constructed through professional experience, reflective practice, and contextual conditions, and is expressed through emotional self-regulation, affective balance, and resilient coping strategies. It is concluded that psycho-emotional maturity is a dynamic, contextual, and relational process that develops within teaching practice and contributes to pedagogical commitment and professional well-being in complex educational settings.

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