Inteligencia emocional del docente en el rendimiento académico de los estudiantes: un estudio bibliométrico

teachers' emotional intelligence and students' academic achievement: a bibliometric analysis

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Introducción: La inteligencia emocional docente constituye un componente relevante de la calidad educativa, debido a su vinculación con el bienestar profesional, el liderazgo pedagógico, la resiliencia y las competencias socioemocionales. Su estudio ha adquirido especial importancia en el contexto educativo posterior a la pandemia. Objetivo: Analizar la producción científica sobre la relación entre la inteligencia emocional docente y el rendimiento estudiantil durante el periodo 2020-2025. Metodología: Se desarrolló un estudio bibliométrico con enfoque cuantitativo, de tipo básico y diseño descriptivo-documental. La producción científica fue examinada mediante el método bibliométrico en las bases de datos Scopus, Web of Science y SciELO. Los datos fueron procesados mediante VOSviewer, Bibliometrix y Excel para identificar tendencias de publicación, colaboración científica y principales líneas temáticas. Resultados: Los resultados evidenciaron un crecimiento sostenido de la producción científica, con un pico de publicaciones en 2024. Las principales tendencias temáticas se concentraron en bienestar emocional, liderazgo educativo, resiliencia y competencias socioemocionales, especialmente en contextos posteriores a la pandemia. España, Perú, México, Colombia y Chile destacaron por su participación en redes de cooperación internacional, evidenciando una creciente articulación científica sobre la inteligencia emocional docente y sus implicaciones educativas. Conclusiones: La inteligencia emocional docente constituye un factor relevante para la calidad educativa y el desarrollo integral de los procesos de enseñanza-aprendizaje. No obstante, persisten vacíos relacionados con la escasez de estudios longitudinales y la limitada evidencia en contextos rurales. Se requiere ampliar estas líneas de investigación y fortalecer la generación de evidencia que contribuya al cumplimiento del ODS 4, orientado a una educación inclusiva y de calidad.
Introduction: Teacher emotional intelligence constitutes a relevant component of educational quality due to its association with professional well-being, instructional leadership, resilience, and socio-emotional competencies. Its study has gained particular importance in the post-pandemic educational context. Objective: To analyze scientific production on the relationship between teacher emotional intelligence and student achievement during the 2020-2025 period. Methodology: A bibliometric study was conducted using a quantitative approach, basic research design, and descriptive-documentary methodology. Scientific production was examined through bibliometric methods using the Scopus, Web of Science, and SciELO databases. Data were processed using VOSviewer, Bibliometrix, and Excel to identify publication trends, scientific collaboration patterns, and major thematic areas. Results: The findings revealed sustained growth in scientific production, with a peak in publications in 2024. The main thematic trends focused on emotional well-being, educational leadership, resilience, and socio-emotional competencies, particularly in post-pandemic contexts. Spain, Peru, Mexico, Colombia, and Chile stood out for their participation in international collaboration networks, indicating increasing scientific integration around teacher emotional intelligence and its educational implications. Conclusions: Teacher emotional intelligence constitutes a relevant factor in educational quality and the comprehensive development of teaching and learning processes. Nevertheless, gaps persist regarding the scarcity of longitudinal studies and limited evidence from rural contexts. Further research in these areas is needed to strengthen the evidence base and contribute to the achievement of SDG 4, which promotes inclusive and quality education.

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Ñaupari Matamoros, L. (2026). Inteligencia emocional del docente en el rendimiento académico de los estudiantes: un estudio bibliométrico. Revista Tribunal, 6(17), 1-19. https://doi.org/10.59659/revistatribunal.v6i17.552
Número
Vol. 6 Núm. 17 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Octubre – Diciembre 2026
Sección
Artículos de Revisión
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Ñaupari Matamoros, L. (2026). Inteligencia emocional del docente en el rendimiento académico de los estudiantes: un estudio bibliométrico. Revista Tribunal, 6(17), 1-19. https://doi.org/10.59659/revistatribunal.v6i17.552

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