Relationship of Group Dominance with Teacher Emotional Performance: An Econometric Analysis

Abstract

The main purpose of this study is to analyze the relationship between group dominance and emotional performance in teachers, through the application of an econometric model of simple linear regression. The research was carried out with a sample of 64 participants from the educational field, selected based on intentional criteria, who responded to validated instruments to measure group dominance and emotional performance of teachers. Initial descriptive analyses indicated high average levels in both variables, with a mean of 8,578 for emotional performance and 8,078 for group mastery, both measured on a maximum scale of 10 points. The estimation of the simple linear regression model, expressed mathematically as Y=B0+B1X1+uY = B_0 + B_1X_1 + u, revealed that there is a positive and statistically significant relationship between group dominance and emotional performance (B₁ = 0.49125; p < 0.001). Likewise, both the intercept and the slope were statistically significant, allowing a clear interpretation of the observed effect. The statistical tests applied to evaluate the basic assumptions of the model, including the global GVLMA test (p = 0.08309), Rainbow test for linearity (p = 0.2998) and Durbin-Watson test for autocorrelation (DW = 1.8677, p = 0.306), confirmed that the model satisfactorily meets the necessary criteria for its adequate statistical validity. The findings allow us to conclude that greater group dominance is linked to better emotional performance of the teacher, providing relevant quantitative evidence for the formulation of institutional strategies aimed at strengthening teaching skills related to emotional management in educational contexts.