Relationship between Emotional Intelligence and Conflict Resolution in Elementary School Classrooms

Abstract

This study investigated the relationship between emotional intelligence and conflict resolution among students at Escuela Guayaquil in Quito, Ecuador. Employing a cross-sectional quantitative design and a mixed-methods approach, the study aimed to delve deeper into this relationship within a specific educational context. The quantitative phase involved administering validated questionnaires to measure emotional intelligence and conflict resolution strategies in a representative sample of students. Additionally, interviews were conducted with teachers and students to obtain a qualitative perspective on how these aspects are experienced in the daily school environment. The results obtained support the hypothesis that there is a positive correlation between emotional intelligence and the use of constructive conflict resolution strategies. Students with higher levels of emotional intelligence demonstrated a greater ability to manage their emotions, empathize with others, and find peaceful solutions to conflicts. These findings, along with the qualitative data, underscore the importance of promoting the development of emotional intelligence in the school context as a key strategy for improving the school climate and preventing violence. Specific educational interventions are recommended to strengthen students' socioemotional skills and to train teachers in the use of pedagogical strategies that foster emotional intelligence.