Educación Emocional y Desempeño Docente: Estrategias Formativas Percibidas como Efectivas en Escuelas Primarias de Mexicali

The purpose of this study was to identify the emotional education training strategies that primary school teachers from the IX School Zone in Mexicali, Baja California, perceived as most effective in improving their classroom performance during the 2024–2025 school year. A quantitative approach was adopted, using a non-experimental, cross-sectional, and correlational-descriptive design. Data were collected through a structured questionnaire of 37 items administered to a representative sample of 100 teachers. The instrument assessed six key dimensions of emotional competencies: self-awareness, emotional regulation, empathy, stress and conflict management, motivation, and job satisfaction, as well as the perceived impact of emotional education on teaching practice. Results showed that teachers positively valued training strategies that combined theory and practice with contextualized application in real classroom situations. Moreover, a significant relationship was observed between the emotional training received and improvements in classroom management, professional well-being, and the establishment of empathetic relationships with students. It was concluded that emotional education not only strengthens teachers’ professional competencies but also fosters a more humane and conducive school environment for learning. This study provides valuable empirical evidence from an underdocumented border context, supporting the development of more relevant, sensitive, and contextually aligned training proposals for teachers in basic education.