Emotional states and technological resources in the development of digital skills among Cuban teachers

Abstract

This article addresses the study of teachers' emotional states regarding the use of technologies and their influence on the development of their digital competencies. The research supporting this article employed quantitative and qualitative approaches and mathematical statistics. It focused on the application of a survey to 4,393 teachers from all educational levels in Cuba. The survey measured their emotional states regarding the use of these technological resources and their correlation with the development of their digital teaching competencies. The results demonstrate the influence on the development of digital teaching competencies when teachers approach the use of digital technologies with positively valued emotional states (learning opportunities, satisfaction, confidence, challenge, and security). The study also determined that the percentage of the sample who assume these emotional states is higher than those who feel insecurity, fear, stress, worry, and doubt.