The Teacher as a Generator of Emotional Self-Regulation

Open education is a modality in which self-directed learning takes place without regular attendance, which can hinder the fulfillment of students’ educational needs. The study was conducted with a sample of upper secondary students aged 15 to 33 years; 56% were female and 44% were male. According to Bisquerra (2009), teachers should support students by educating them not only in academic knowledge but also in emotional competencies that enable them to face social life, build self-esteem, and identify risk situations.
The aim of this study was to examine the relationship between the teacher figure and emotional intelligence among students at the Open Teaching Institute (IEA), Saltillo Unit, using a quantitative design focused on identifying teaching strategies for the development of emotional competencies. The results showed that participants possess intrinsic motivation to achieve their goals and recognize the influence of their teachers in reinforcing positive emotions over negative ones, which contributes to emotional self-regulation and self-esteem. The most frequent teaching strategies were the use of everyday life examples and dialogue. Bisquerra (2009) points out that emotions are an essential part of human beings and are linked to multiple factors; therefore, the development of motivation is crucial for implementing self-regulation actions and acquiring emotional skills.