Abstract

This article is the product of an exhaustive analysis of how the application of EI theory affects the development of professional skills in high school students in the face of the demands of the labor market as an objective, since a relevant number of scientific contributions refer that Pre-university students, predominantly, present significant deficiencies in their professional skills framed by their emotional skills and interpersonal relationships. Guided by the cognitive research paradigm and the correlational study scope design, with a mixed approach, a questionnaire was developed and applied to a total of 73 high school students from COCIRE in Santo Domingo, Dominican Republic, under informed consent and confidentiality. and anonymity, after the delivery of training and information sessions as a program for 30 minutes for 10 days at the school. These questionnaires were validated by experts in the educational field, pilot tests, and reliability measurement by Cronbach's alpha coefficient, for the adequate processing of quantitative data, and an open question to 5th and 6th grade students. secondary school with qualitative data, processed through inferences from statistical and descriptive analyses. The results of the study show that students who develop their professional skills through the theory of EI have a positive impact on the skills and aptitudes required in the current work field, in addition to managing their emotional well-being, and considerably improving their interpersonal relationships.

Keywords:
Professional competencies; Emotional Intelligence; Secondary education; Labor market