Autoeficacia psicopedagógica, inteligencia emocional y su impacto en el logro de los ODS en docentes universitarios

This study examines the relationship between psychopedagogical self-efficacy and emotional intelligence of university teachers, evaluating how these variables impact the achievement of the Sustainable Development Goals and effective teaching practice. The study highlights Bandura’s (1997) self-efficacy theory and Goleman’s (2005) emotional intelligence model. A quantitative, descriptive and correlational design was used with a convenience sample of 128 teachers from the Faculty of Education Sciences at the State Technical University of Quevedo in Ecuador. A questionnaire was used that included a Psychopedagogical Self-Efficacy Scale. The analysis was done using descriptive statistics, Pearson correlations and multiple regression analysis. The results showed that most teachers have a high level of psychopedagogical self-efficacy, although many feel insecure in challenging situations. A significant correlation was found between emotional intelligence and self-efficacy. This highlights the need for programs that strengthen these skills in teacher training. In conclusion, practical and theoretical implications are discussed, suggesting training interventions to improve self-efficacy and emotional intelligence in the educational field. This study contributes to the literature by comprehensively addressing these relationships and their impact on educational quality