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Measuring Spanish students’ perception of teachers’ emotionally intelligent behavior: Relationships to academic and individual outcomes Midiendo la percepción de estudiantes espa ˜ noles de los comportamientos em- ocionalmente inteligentes de sus docentes: Relaciones con resultados académ- icos y personales Extremera-Pacheco, Natalio Pulido-Martos, Manuel Mérida-López, Sergio Rey-Peña, Lourdes Ivcevic, Zorana Psicología de la educación Rendimiento académico Relaciones profesor-alumno Inteligencia emocional Teacher emotionally intelligent behavior Spanish validation school context emotional intelligence The aim of the present investigation was to analyze the psychometric properties of the Spanish version of the Teacher Emotionally Intelligent Behavior Scale (TEIBS-S) in two independent studies with secondary stu- dents. In Study 1, a cross-sectional design was used and 1850 secondary students (52.3% girls; Mage = 14.2 years) completed the TEIBS-S and other self-report measures of theoretically relevant constructs, includ- ing life satisfaction, negative emotional states, the quality of teacher-student relationships, and support in the classroom. In Study 2, a prospective design was used in which 409 secondary school students (60% girls; Mage = 13.4 years) completed the TEIBS-S at time 1 and different self-report measures of aca- demic engagement, satisfaction with life, positive and negative emotional states, anxiety and depression symptomatology, and somatic symptoms over on average five-month prospective interval. The results revealed preliminary evidence of adequate internal consistency. Also, the factor analyses supported a one–factor solution as original English version and was invariant across gender and expected significant relationships with the well-being and academic variables analyzed. Finally, Study 2 indicated that the TEIBS-S was positively related to academic engagement dimensions, positive affect and life satisfaction and negatively linked to somatic symptoms five months later. Our findings provide preliminary evidence that the TEIBS-S is a useful and valid instrument to assess teacher emotional intelligence-related behav- iors that are linked to students’ affective and academic outcomes. Finally, practical recommendations and future lines of research using the TEIBS-S in school context are suggested. Junta de Andalucía 2025-09-25T08:32:45Z 2025-09-25T08:32:45Z 2024-11 2025-04 journal article AM Extremera, N., Pulido-Martos, M., Mérida-López, S., Rey, L., & Ivcevic, Z. (2025). Measuring Spanish students’ perception of teachers’ emotionally intelligent behavior: Relationships to academic and individual outcomes. Revista de Psicodidáctica (English Edition), 30(2). https://doi.org/10.1016/j.psicoe.2025.500167 https://hdl.handle.net/10630/40021 10.1016/j.psicoe.2025.500167 eng Extremera-Pacheco, N. (2025). Dataset for Measuring Spanish students’ perception of teachers’ emotionally intelligent behavior: Relationships to academic and individual outcomes. [Conjunto de datos]. En Datasets. https://hdl.handle.net/10630/39234 https://dx.doi.org/10.24310/riuma.39234 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ open access application/pdf Elsevier