Diseño y validación del cuestionario de competencias socioemocionales para docentes de primaria

The work presented here is based on a mixed-methods doctoral thesis. This article describes the process followed for the design and technical quality evaluation of the Socio-emotional Competencies Questionnaire (CCSE-P), administered to a convenience sample of 269 elementary school teachers in Zacatecas, Mexico. The CCSE-P construction process consisted of the following phases: 1) operationalization of the construct, 2) selection of response scale, 3) items creation, 4) evaluation by experts, 5) piloting, 6) final selection of ítems and psychometric analysis. The study results provided favorable evidence regarding the content validity and reliability of the instrument. Although the dimensions emerging from the factor analysis do not fully align with the initial theoretical framework, some coherence can still be observed between them. The questionnaire is expected to fill an important gap by becoming a relevant tool for assessing teachers’ socio-emotional competencies in the Mexican educational context.