Bienestar Subjetivo y Satisfacción Vital del Profesorado

Abstract

El bienestar subjetivo como aspecto indispensable de la calidad de vida, ha sido objeto de estudio durante las últimas décadas. Dentro del contexto escolar esta inquietud se ha extendido a la necesidad de investigar estos aspectos en dicho ámbito, específicamente en la población docente. El objetivo de esta investigación es analizar el bienestar subjetivo y el grado de Satisfacción Vital de los profesionales que se dedican a la docencia y la influencia que tienen sobre estos factores distintas variables asociadas a elementos sociodemográficos y aspectos relacionados con el desempeño de la labor docente. Estas medidas de bienestar se han recogido de un total de 180 docentes de la Comunidad de Madrid que desempeñan su labor profesional en centros de titularidad pública, privada y concertada en distintas etapas educativas. Para la consecución del objetivo de la investigación se aplicaron dos escalas, la Escala de Bienestar Psicológico para Adultos (Casullo y Brenlla, 2002) y la Escala de Satisfacción con la Vida (Diener et al., 1985) y un cuestionario de recogida de datos sociodemográficos. Los resultados muestran que existen correlaciones significativas con respecto a la satisfacción vital y el bienestar subjetivo en las variables de género, edad, titularidad del centro, etapa educativa y años de experiencia docente, resaltando la importancia de aumentar en número la muestra en futuras investigaciones para profundizar en el estudio del Bienestar subjetivo y la Satisfacción Vital del profesorado.Descriptores: Calidad de vida laboral; Enseñanza; Satisfacción en el trabajo; Docente; Escuela.Subjective wellbeing as an indispensable aspect of the quality of life, has been the object of study during the last decades. Within the school context this concern has been extended to the need to investigate these aspects in the school environment, specifically in the teaching population. The objective of this research is to analyze the subjective wellbeing and the Satisfaction with life of the professionals who dedicate themselves to teaching and the influence that these variables have on different aspects associated with sociodemographic elements and related to the teaching profession. These welfare measures have been collected from a total of 180 teachers of the Community of Madrid who perform their professional work in community and private centers in different educational stages. To achieve the objective of the research, two scales of measurement were applied, the Psychological Wellness Scale for Adults (Casullo y Brenlla, 2002) and the Satisfaction with Life Scale (Diener et al., 1985) and a questionnaire of sociodemographic data. The results show that there are significant correlations between the Satisfaction with life and Subjective Wellbeing in the variables of gender, age, ownership of the center, educational stage and years of teaching experience, highlighting the importance of increasing the number of the sample in future research for deepen in the study of subjective well-being and satisfaction with life of the tea...

Emotions as Predictors of Life Satisfaction among University Students

“…Finally, there are non-significant values in the dimensions of EI care, interpersonal and adaptability, which are higher for women. According to other studies [ 26 ], we note that women are more sensitive to better recognizing emotions and to face day-to-day situations adaptively [ 16 , 19 ].…”

“…This study focuses its content on the mixed model, as it is one of the measures that has demonstrated the greatest theoretical and empirical soundness over the years, especially when it relates to other factors such as life satisfaction [ 25 ]. The value of personal life satisfaction include aspects related to personal and emotional development, lifestyle, coping strategies and achieving personal goals, placing positive feelings above negative ones [ 26 , 27 ]. Emotional feelings are essential to the individual’s expectations in order to manage success or failure in different life conditions [ 28 , 29 ].…”

Psychometric Properties of the Psychological Well-Being Scale for Adults (BIEPS-A) in a Mexican Sample

“…De acuerdo con su autora, el bajo nivel de consistencia interna de sus factores obedece al reducido número de reactivos en cada uno y no a una falta de homogeneidad en los factores. A partir del puntaje total, el nivel de BP se interpreta como bajo (< percentil 50), medio (≥ percentil 50) y alto (≥ percentil 95; Contini et al, 2003;Muñoz et al, 2018;Páramo et al, 2012); aunque otros autores lo consideran alto cuando es ≥ percentil 75 (Zapata et al, 2013).…”

“…El Modelo 1 (M1) consideró como bajo nivel de BP un puntaje menor a la mediana (c.f. Muñoz et al, 2018) y el Modelo 2 (M2) consideró dicho nivel con un puntaje menor al percentil 75 (c.f. Zapata et al, 2013).…”

Life Satisfaction and Organizational Cynicism: How Teachers are affected

“…Current Literature presents research papers focusing on teachers' life satisfaction levels in educational organizational in diverse and/or various systems (Dagli&Baysal, 2017; Demirel, Journal of Arts and Social Sciences, V II, VI (2019) 5 2014; Olčar, Rijavec, & Golub, 2019;Petričková&Zusková, 2017;Shym&Korb, 2016;YukselSahin&Saridemir, 2017;Akyurek, Senol&Lesinger, 2018). Research focuses on teachers' life satisfaction and leadership style (YukselSahin&Saridemir, 2017), life goals and flow of work (Olčar, Rijavec, & Golub, 2019), job satisfaction (Avşaroğlu, Deniz&Kahraman, 2005), psychological capital level (Akyurek, Senol, &Lesinger, 2018), self-efficacy (Telef, 2011); subjective well-being (Campos, González, &Jacott, 2018), burnout (Aydemir, Diken, Yıkmış, Aksoy, &Özokçu, 2015;Çelik&Üsütner, 2018;David &Quintao, 2012;Soba, Babayiğit&Demir, 2017), conflicts at work (Erdamar&Demirel, 2016;Türker&Çelik, 2019), and stress (Hamama, Ronen, Shachar, & Rosenbaum, 2013). Findings indicate a negative correlation between conflicts, burnout, and stress and life satisfaction.…”