New Perspectives in Science Education

Emotions or 'soft' strengths are attracting more and more researchers’ attention, they are perceived today as skills that characterize the degree of individuals’ professionalism, especially teachers and refer to both emotional intelligence and social or relational intelligence. We will focus on the role of emotions and emotional skills among university teachers as they affect learning and teaching relationship. Our goal is to identify emotional skills among university teachers, to examine the emotional factors portal on learning, to discern the teaching style that values ​​emotional skills among university teachers, and build an education model based on emotional learning, which showcases the emotional competencies of teachers. To do this, we conducted an exploratory analysis supported by an inductive methodology. Data collection was made through semi-structured interviews with 16 university teachers of different grades and belonging to a university (ISCAE). A thematic content analysis was mobilized and the results show that emotions are at the heart of the teacher-student relationship, the emotional dimension influences teacher's work emotions, beliefs, attitudes and motivation to teach. It is therefore appropriate to privilege emotional factors during learning. Our results also support the idea that emotional competencies such as self-management, relationship management and social know-how are the fundamental qualities for a successful learning by teaching.