The aim of this research has been to validate the need to promote emotional competences in the teaching staff, oriented towards improving coexistence and teaching' quality in schools and high schools in Spain.

For this, we propose the design and assessment of the effectiveness of a permanent training program for intrapersonal (emotional awareness, emotional regulation and motivation) and interpersonal (empathy and social abilities) competences, through an educational quasi-experimental research, with pre-posttest. In order to do this research, we count with the collaboration of two schools in Salamanca (Spain), with a total of 47 teachers from the different educational levels (Preschool, Primary and Secondary). We will introduce the different used assessment strategies and their sense in terms of feedback in a formative type of intervention.

After the data analysis, the results show, on one hand, a significant improvement (alpha,05) of the level in the different assessed emotional competences depending on the tool, and the need rate as well, the interest and satisfaction sensed by the teachers in terms of the development of this kind of competences; judging them as useful for the teaching performance.