Abstract:

Higher Education must become a valuable tool in the teaching-learning process if the objective is for teachers to become active participants in the process of change and innovation for the improvement in the quality of education.

This research aims to investigate the existence of a relationship between the variables of Self-Concept, Self-Confidence and Security in Oneself, and Social Intelligence, in order to conceive, as university professors, new methodologies that respond to the potential needs of students, using both prevention and intervention.

The sample selected for this research was the students of the Degree in Teaching at the University of Castilla-La Mancha, Spain. The instrument used is the Situational Personality Questionnaire CPS (Fernández-Seara, Seisdedos y Mielgo, 2014). The most consistent traits and behavioural tendencies were analysed in different situations and contexts of life through a quantitative methodology. In this way, the existence of positive or negative correlations was studied as it relates to one's self-assessment based on personal worth, confidence in his or her possibilities and resources, security to deal with life events, the ability to adapt intelligently to different social environments and situations, and the ease of action in them.

The results obtained in the statistical analysis of data show significant and positive correlations between the three studied dimensions of personality, which can be interpreted as a stimulus to develop an innovative methodology that increases related behaviours.

In conclusion, the diagnosis of situational personality is a product of social relations and a construct that serves to categorize the social behaviour of the future teachers of our country and to take the relevant educational measures that enable an inclusive education which is well-adapted to the immediate environment.

Keywords:

Higher Education, Educational Innovation, Situational personality, Improving Teaching.