Emotional competence of primary education managers

There are various notions that derive from the term “competence”, all in view of the broad and ambiguous ideal that it encompasses, since the judgment of doing something well by having a set of capabilities responds mainly to the approach from which it is viewed - professional, educational, labor, human, social, personal, etc. -, that is, the conceptual nature evokes the dimension of carrying out a specific task under a constantly growing ability; however, the matrix of complexity lies in its interpretation, since it alludes in turn to concepts such as mastery, skill, performance or excellence, a reason that can lead to conceptual confusion, hence, it merits an etymological examination that develops, through theoretical comprehension, an expansion of the common criterion that rests on said term, in order to introduce it into the delimitations that each area maintains regarding the connotation that represents a significant impact. In this sense, the present study has the mission of developing the design of a program that allows intervening in the development of emotional competencies of the management staff of a public educational institution, in order to improve and expand capacities and promote interpersonal relationships, generating positive emotions and adopting appropriate and responsible behaviors in the solution of labor conflicts aimed at improving the social well-being of the educational community.